Integrating reading and writing through extensive reading

Park, Jeongyeon

doi:10.1093/elt/ccv049

Cited by 42 publications

(28 citation statements)

References 7 publications

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“…As Graham & Hebert (2010) states, integrating ER with writing activities has promoted the benefits of ER. The improvement in writing performance of students as a result of integrated ER confirms the result of some studies conducted in different settings (Lee & Hsu 2009Park, 2016).…”

Section: Discussionsupporting

confidence: 83%

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The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

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This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.

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Section: Discussionsupporting

confidence: 83%

“…Results indicated improvement in learners' L2 writing. In a more recent study, Park (2016) explored the impact of integrated ER (ER) on EAP writing of EFL learners in a university in US. Students exposed to more input through ER gained significantly higher holistic scores in their post-essay tests.…”

Section: Integrating Extensive Reading With Writingmentioning

confidence: 99%

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

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“…Tsang (1996) also showed that students who engaged in ER demonstrated increased descriptive writing ability in both content and language use. In line with these earlier results, Park (2016) recently reported that those students who engaged in ER for one academic semester achieved higher essay scores than those students in traditional classes in content, organization, language use, vocabulary, and mechanics (see also Mermelstein, 2015). The studies on reading and writing indeed show a strong link between the two skills.…”

Section: Introductionsupporting

confidence: 54%

Students’ Attitudes Toward Undertaking Writing Activities on Extensive Reading

Ro¹,

Park²

2016

The Journal of AsiaTEFL

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This study examines university students' attitudes toward second language (L2) writing that is implemented as a follow-up activity to extensive reading (ER). Sixteen students voluntarily participated in the study, and their written reflections were analyzed quantitatively and qualitatively to explore these students' attitudinal positionings toward the writing activity. The findings indicate that students not only displayed a favorable attitude toward the ER writing activity, but also appreciated its benefits and usefulness in the development of their writing skills and writing habits. The present study also suggests that well-integrated pedagogical practices can produce positive perceptions of L2 reading and writing among students, thus facilitating their engagement in the classroom activities.

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“…They were encouraged to choose enjoyable texts, read as much as they comfortably could, and to forego dictionaries. As well, since the primary emphasis of the class was essay writing, participants were also informed that the purpose of their extensive reading was to support their writing development (Hafiz and Tudor, 1989;Park, 2015;Tsang, 1996). The writing instruction in the class itself was focused primarily on overall text structure paying more attention to genre features of the text rather than improving learner grammatical competence.…”

Section: Methodsmentioning

confidence: 99%

Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

Odo¹

2018

Lang. Res.

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The many benefits of using extensive reading (ER) to foster language learning are increasingly clear. However, considerably less is known about how ER might improve pre-service English teachers' affect regarding L2 reading. Accordingly, this study investigated the effect of ER on pre-service English teachers' L2 reading self-efficacy and perceptions of ER. A pre-posttest quasi-experimental intervention was conducted with participants who engaged in ER to observe its impact on their self-efficacy and perceptions. In contrast to previous positive research findings, these results were that ER did not substantially affect a number of aspects of their self-efficacy. Qualitative results revealed that participants became more familiar with English and enjoyed ER, but they also expressed some dissatisfaction with their ER experiences. These findings suggest that while ER encourages some positive emotional states when reading, we also need to pay much closer attention to addressing learners' reservations and helping them to see the value of ER.

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Integrating reading and writing through extensive reading

Cited by 42 publications

References 7 publications

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Students’ Attitudes Toward Undertaking Writing Activities on Extensive Reading

Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

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