Document Type

Article

Publication Date

10-2015

Publication Title

Reading in a Foreign Language

Volume

27

Abstract

This study reports Korean English language learners’ perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher’s challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and advanced levels showed significant improvement on the integrated reading and writing test; however, no improvement was found at the beginning level regarding both experimental and control groups. Yet, the scores on multiple-choice reading test at all levels failed to significantly improve.

Issue

2

First Page

242

Last Page

261

ISSN

1539-0578

Rights

First published in Reading in a Foreign Language on October 2015 at: http://nflrc.hawaii.edu/rfl/October2015/abstracts.html

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