독해일지와 학습성찰일지 작성에 대한 효과 비교연구
A comparison of the effectiveness of completing reading and learning journals.
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While writing journals have been considered one of the most effective integratedactivities to improve students’ reading and writing skills, few studies have beenconducted regarding the most suitable style for EFL learners. This study compares theeffectiveness of completing reading and learning journals on the development ofmetacognitive reading strategies, reading comprehension, and writing ability of Koreanuniversity students. For this research, 32 first-year students were divided into twogroups, each being assigned either a reading or writing journal. Pre- and post-MARSItests, and reading and writing tests were conducted on each group. The resulting datawas analyzed using T-tests. They were then analyzed for textual borrowing usingTextLexCompare. The results showed that there was a significant increase inmetacognitve awareness of reading strategies within each group. However, there wasno significant improvement in pre-/post-reading and writing test scores between groupsor within each group itself. While this was the case, the results of the writing testsrevealed that the lowest scorers in the pre-writing test from the reading journal groupshowed a noticeable improvement in the post-writing test. At the same time, a higherpercentage of textual borrowing was evident in reading journals than learning journals. Thus, textual borrowing appears to be one of the reasons that affected the lowerscorer’s improvement in terms of knowledge of vocabulary and structure.
Abstract
While writing journals have been considered one of the most effective integratedactivities to improve students’ reading and writing skills, few studies have beenconducted regarding the most suitable style for EFL learners. This study compares theeffectiveness of completing reading and learning journals on the development ofmetacognitive reading strategies, reading comprehension, and writing ability of Koreanuniversity students. For this research, 32 first-year students were divided into twogroups, each being assigned either a reading or writing journal. Pre- and post-MARSItests, and reading and writing tests were conducted on each group. The resulting datawas analyzed using T-tests. They were then analyzed for textual borrowing usingTextLexCompare. The results showed that there was a significant increase inmetacognitve awareness of reading strategies within each group. However, there wasno significant improvement in pre-/post-reading and writing test scores between groupsor within each group itself. While this was the case, the results of the writing testsrevealed that the lowest scorers in the pre-writing test from the reading journal groupshowed a noticeable improvement in the post-writing test. At the same time, a higherpercentage of textual borrowing was evident in reading journals than learning journals. Thus, textual borrowing appears to be one of the reasons that affected the lowerscorer’s improvement in terms of knowledge of vocabulary and structure.
참고문헌 (27)
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