The Impact of Different Modes of Homework on EFL Learners’ Reading Performance
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This study examined the effects of different modes of weekly homeworkon EFL learners’ reading performance. It aimed to determine which modeof reading homework is most effective for developing learners’ readingproficiency. The participants in the research were 138 low-intermediatelevel college students taking ‘Basic English’ course. While all studentsused the same textbooks and followed the same procedure in theclassroom, each was randomly assigned into five different groups basedon different types of homework. The control group was restricted totranslation homework each week. In addition to translation, the learnersin the other four treatment groups were assigned reading-while-listening,reading out loud, listening only, and silent reading homework,respectively. The analysis of covariate (ANCOVA) results revealed thatthe reading out loud group showed the greatest performance followed byreading-while-listening group and listening only group after controllingfor the pretest scores. Furthermore, the reading out loud groupperformed significantly better than the silent reading group, and thereading-while-listening group outperformed listening only group. Thesefindings seem to support the current trend toward skill integration,namely, Brown’s (2007) notion that reading ability will be developed bestin association with other language skills and integrating two or moreskills will lead to better reinforcement.
Abstract
This study examined the effects of different modes of weekly homework on EFL learners’ reading performance. It aimed to determine which mode of reading homework is most effective for developing learners’ reading proficiency. The participants in the research were 138 low-intermediate level college students taking ‘Basic English’ course. While all students used the same textbooks and followed the same procedure in the classroom, each was randomly assigned into five different groups based on different types of homework. The control group was restricted to translation homework each week. In addition to translation, the learners in the other four treatment groups were assigned reading-while-listening, reading out loud, listening only, and silent reading homework, respectively. The analysis of covariate (ANCOVA) results revealed that the reading out loud group showed the greatest performance followed by reading-while-listening group and listening only group after controlling for the pretest scores. Furthermore, the reading out loud group performed significantly better than the silent reading group, and the reading-while-listening group outperformed listening only group. Thesefindings seem to support the current trend toward skill integration, namely, Brown’s (2007) notion that reading ability will be developed best in association with other language skills and integrating two or more skills will lead to better reinforcement.
참고문헌 (44)
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