Teaching Reading with an Interactive Approach: Using Dialogue Journals as a Practice
Teaching Reading with an Interactive Approach: Using Dialogue Journals as a Practice
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Abstract
This study investigated the effect of teaching reading with an interactive approach on comprehension achievement of Korean university students. Over a ten-week period, students in two experimental sections wrote dialogue journals as a practice for the interactive approach, and their progress was compared with the progress of students in two control sections who answered comprehension questions as a practice for a transmission model. Results from the data analysis showed that writing dialogue journals improved students' comprehension achievement more than answering comprehension questions, supporting adoption of the interactive approach in EFL reading courses. Supplementarily, involved students' major fields of study each had a noticeable effect on their reading comprehension, and that was statistically significant. Limitations and implications of the study were mentioned.
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