A Study on the Model of English Reading and Writing Integration with the Use of Intermediate Texts
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EFL college students produce various types of intermediate texts (i.e., support texts used as a means to compose essays) through the engagement in reading practices in connection to their writing purposes and incorporate these texts into their writing. This study examined patterns of engaging in reading practices in connection to writing purposes by focusing on the use of intermediate texts in the context of the EFL college composition classroom. From a cognitive and social perspective of reading-writing integration, the patterns of using intermediate texts were examined using L2 proficiency as a variable to explain the students’ behaviors of using intermediate texts in their writing. Multiple sources of data (i.e., essays, reading materials, class notes, and interviews) collected over the semester are analyzed using a mixed-methods approach combining two different methods. The findings are as follows. First, the students produced a wide range of intermediate texts during the composing process although the quantity and quality of these texts differed across the three proficiency groups. Students with higher L2 proficiency produced more intermediate texts and effectively used those in light of their writing purposes than students with lower L2 proficiency. Second, patterns of using intermediate texts differed across the proficiency groups in selecting, organizing, and allocating reading sources. The ‘surface reading-a few intermediate texts-writing’ pattern described the students’ behaviors of composing their essays with little interaction with types of intermediate texts. On the other hand, the students with higher proficiency revealed the ‘purpose reading-elaborated intermediate texts-writing’ pattern, which continued to help seek support through an elaboration of their intermediate texts during the composing process. This study provides specific ways to develop the instructional models of reading-writing integration differentially applicable to reading-to-write classrooms.
Abstract
EFL college students produce various types of intermediate texts (i.e., support texts used as a means to compose essays) through the engagement in reading practices in connection to their writing purposes and incorporate these texts into their writing. This study examined patterns of engaging in reading practices in connection to writing purposes by focusing on the use of intermediate texts in the context of the EFL college composition classroom. From a cognitive and social perspective of reading-writing integration, the patterns of using intermediate texts were examined using L2 proficiency as a variable to explain the students’ behaviors of using intermediate texts in their writing. Multiple sources of data (i.e., essays, reading materials, class notes, and interviews) collected over the semester are analyzed using a mixed-methods approach combining two different methods. The findings are as follows. First, the students produced a wide range of intermediate texts during the composing process although the quantity and quality of these texts differed across the three proficiency groups. Students with higher L2 proficiency produced more intermediate texts and effectively used those in light of their writing purposes than students with lower L2 proficiency. Second, patterns of using intermediate texts differed across the proficiency groups in selecting, organizing, and allocating reading sources. The ‘surface reading-a few intermediate texts-writing’ pattern described the students’ behaviors of composing their essays with little interaction with types of intermediate texts. On the other hand, the students with higher proficiency revealed the ‘purpose reading-elaborated intermediate texts-writing’ pattern, which continued to help seek support through an elaboration of their intermediate texts during the composing process. This study provides specific ways to develop the instructional models of reading-writing integration differentially applicable to reading-to-write classrooms.
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