Earticle

초록

영어

The purpose of this study was to investigate the effects of reading-based writing instruction in the following five components of evaluation: content, organization, grammar, vocabulary and punctuation. The instruction incorporates intertextuality (I) in reading and reflective-reading strategies with teacher feedback (RRF) on the writing performance of Korean undergraduate students enrolled in English classes for General Purposes (EGP) course. The study examined the writing performance of 102 EFL Korean college students’ for 16 weeks in relation to three forms of reading-based instruction: (1) no intertextuality and no reflective-reading strategies with teacher feedback (control group); (2) no intertextuality, but reflective-reading strategies with teacher feedback (RRF group); (3) both intertextuality and reflective-reading strategies with teacher feedback (IRRF group). The results revealed that IRRF improved vocabulary and punctuation, while content and organization in the writing students who participated in this study produced improved only with the application of reflective-reading strategies with teacher feedback, no need for additional intertextuality. Grammar improved in both the RRF and IRRF groups. When considering the IRRF group only, content and organization showed greater improvement than grammar, vocabulary, and punctuation. The findings provide pedagogical implications for EFL classrooms.

목차

Abstract
 I. Introduction
 II. Materials and Methods
  2.1 Participants
  2.2 Procedures
  2.3 Writing measures
 III. Results & Discussion
 V. Conclusion
  5.1 Implications
  5.2 Limitations and Suggestions
 Appendix
 Works Cited

키워드

저자

• Min-Joo Kim [ 김민주 | Daegu University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820