Earticle

초록

영어

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.

목차

Abstract
 Introduction
 Literature Review
  The Reading and Writing Connection
  ER and Affect
  Gaps and Research Questions
 Methods
  The Context and the Participants
  Procedures
  Data Sources
  Appraisal Theory as a Data Analytic Framework
  Data Analysis
 Results and Discussion
  Attitude Toward ER Writing: Quantitative Approach
  Attitude Toward ER Writing: Qualitative Approach
 Conclusion
 Acknowledgements
 The Authors
 References
 Appendix A
 Appendix B

키워드

저자

• Eunseok Ro [ University of Hawai‘i at Mānoa, USA ]
• Jeongyeon Park [ Dong-A University, Korea ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420