Integrating Four Language Skills in a Response-Oriented EFL Reading Course
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Abstract
This study examines the feasibility of integrating four language skills in a university-level reading course by employing response-oriented instruction in a communicative context. We adopt diverse strategies for EFL instruction in introducing a literature-based, learner-centered reading course. The research framework is practitioner research bridging the gap between theory and practice. Results are examined qualitatively reflecting special aspects of the research context. The findings are: 1) Korean university students developed all four language skills by reading, discussing, and responding to written texts; 2) the course transformed the typical roles of students and instructors by placing more responsibilities on the students; and 3) response-oriented instruction enriched EFL students' experience when they explored their own responses to the text and shared them with other students and the instructor. Based on the students' positive assessment of the course, we recommend a shift toward designing EFL reading courses that employ materials and methods that develop all four language skills simultaneously.
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