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Integrating reading and writing through extensive reading

Integrating reading and writing through extensive reading

 Jeongyeon, Park.
 Oxford University Press, 2015.
 P. 287-295. English ISSN: 09510893
Language use.English language.Essay.Vocabulary.Grammar.
Tác giả CN Jeongyeon, Park.
Nhan đề Integrating reading and writing through extensive reading / Jeongyeon Park.
Thông tin xuất bản Oxford University Press,2015.
Mô tả vật lý P. 287-295.
Tóm tắt This study explores whether an extensive reading (ER) approach can enhance L2 learners’ writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a ‘traditional’ writing class primarily focused on writing practice and grammar instruction, and an ER class in which students engaged in ER in and out of class, along with completing reading-related writing activities. Essay tests were administered at the beginning and the end of the semester to measure students’ writing improvement. The study found that although both classes demonstrated writing improvement after one semester, students who were exposed to more input through ER gained significantly higher holistic scores in their post-essay test. In addition, analytic evaluation found that the ER class improved more than the traditional class in the specific areas of content, organization, vocabulary, language use, and mechanics.
Từ khóa tự do Language use.
Từ khóa tự do English language.
Từ khóa tự do Essay.
Từ khóa tự do Vocabulary.
Từ khóa tự do Grammar.
Nguồn trích ELT journal- 2016, Vol.70, N.3.
Tệp tin điện tử
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a P. 287-295.
520[ ] |a This study explores whether an extensive reading (ER) approach can enhance L2 learners’ writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a ‘traditional’ writing class primarily focused on writing practice and grammar instruction, and an ER class in which students engaged in ER in and out of class, along with completing reading-related writing activities. Essay tests were administered at the beginning and the end of the semester to measure students’ writing improvement. The study found that although both classes demonstrated writing improvement after one semester, students who were exposed to more input through ER gained significantly higher holistic scores in their post-essay test. In addition, analytic evaluation found that the ER class improved more than the traditional class in the specific areas of content, organization, vocabulary, language use, and mechanics.
653[0 ] |a Language use.
653[0 ] |a English language.
653[0 ] |a Essay.
653[0 ] |a Vocabulary.
653[0 ] |a Grammar.
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