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

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.1 (2020.03)바로가기
  • 페이지
    pp.53-69
  • 저자
    Melda Yılmaz, Derin Atay, Mustafa ER
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A372118

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원문정보

초록

영어
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.

목차

Abstract
Introduction
Literature Review
Extensive Reading (ER)
Integrating Extensive Reading with Writing
Foreign Language Self-concept (FLSC)
Method
Setting and Participants
Materials
Procedure
Data Analysis
Results
Results of Quantitative Data
Results of the Qualitative Data
Discussion and Conclusion
Acknowledgements
The Authors
References
Appendix

키워드

extensive reading writing reading foreign language self-concept

저자

  • Melda Yılmaz [ Istanbul University, Istanbul, Turkey ]
  • Derin Atay [ Bahçeşehir University, Istanbul, Turkey ]
  • Mustafa ER [ (Ret.) İstanbul Kültür University, Istanbul, Turkey ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 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

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