대학생의 영어 문식력 신장을 위한 읽기·쓰기 통합학습 방안
A Study on the Effect of the Integrative Reading and Writing Practice in Improving College Students' English Literacy Ability
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This study aimed to examine the effect of an integrative reading and writing practice in improving college students' English literacy ability. In particular, we examined the effect of a reading checklist in improving the participants' reading and writing ability. The data collected consisted of the participants' essays and questionnaires. The integrative reading and writing activities were conducted in three cycles; one cycle consisted of: 1) write an essay n a given topic; 2) read an article on the same topic that participants wrote earlier; the experimental group read the article by using the reading checklist while the control group did it without the checklist; 3) revise the essay: the experimental group referred to the reading checklist while rewriting while the control group did without it. The findings showed that both groups improved in their writing; however, the experimental group had more improvement than the control group. This indicates that while the integrative reading and writing is conducive in improving students' literary skills, the use of checklist can effectively facilitate students' reading and writing process.
Abstract
This study aimed to examine the effect of an integrative reading and writing practice in improving college students' English literacy ability. In particular, we examined the effect of a reading checklist in improving the participants' reading and writing ability. The data collected consisted of the participants' essays and questionnaires. The integrative reading and writing activities were conducted in three cycles; one cycle consisted of: 1) write an essay n a given topic; 2) read an article on the same topic that participants wrote earlier; the experimental group read the article by using the reading checklist while the control group did it without the checklist; 3) revise the essay: the experimental group referred to the reading checklist while rewriting while the control group did without it. The findings showed that both groups improved in their writing; however, the experimental group had more improvement than the control group. This indicates that while the integrative reading and writing is conducive in improving students' literary skills, the use of checklist can effectively facilitate students' reading and writing process.
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