The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task
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The Ohio State University / OhioLINK
2016
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14697754452021-08-03T06:37:49Z The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task Kim, Jeung Deok Education Adult Education English As A Second Language Social Research Teaching Reading-Writing Connections reading process reading comprehension Korean students college Students summary task integrated task writing-to-read approach ELF context L2 context In spite of the increasing number of studies examining the reading-writing connection since the 1980s, little research has been conducted on how integrated reading-writing summary tasks in an L2 affect learners’ reading abilities. The complexity of the L2 learning context – two languages and two different sets of literacy practices – as well as the large number of English learners worldwide proves the need for more studies examining the relationships between reading and writing in the L2 context. Further evidence of the need for such studies can be found in Korea. Although integrated reading-writing tasks have become part of the official curriculum in Korea, little is known about reading and writing connections among the country’s L2 learners. Thus, the current study examined Korean college students’ reading and writing processes while performing a summary writing task, the relationships between these processes, and the resulting changes in students’ reading comprehension. Throughout the study, L2 proficiency was analyzed as a factor that may affect these processes. Methodologically, the study relied mainly on think-aloud verbal protocols, supplemented by two interviews, a Reading Strategies Questionnaire, written summaries, and recall protocols. The study revealed that L2 proficiency seems to make a difference in the processes learners use during the reading-only stage and the writing stage of a summary task. Whereas high proficiency Korean EFL learners tended to use a top-down, meaning-oriented approach, low proficiency learners were more likely to depend on a bottom-up decoding approach. Interestingly, low proficiency Korean EFL learners shifted their style of reading to a more interactive approach in the review reading stage. Additionally, L2 proficiency seemed to make a difference with regard to the methods learners employed to improve their reading, their areas of focus in the writing stage, and the way the source text was used in the writing stage. With a combination of contextual variables, the present study revealed L2 proficiency greatly influenced which processes a learner used during an integrated task. This study’s research findings suggest the need for considering both language learners’ L2 proficiency and their cultural context in order to best examine their approach to an integrated reading-writing task. 2016 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445 http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445 unrestricted This thesis or dissertation is protected by copyright: some rights reserved. It is licensed for use under a Creative Commons license. Specific terms and permissions are available from this document's record in the OhioLINK ETD Center. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education Adult Education English As A Second Language Social Research Teaching Reading-Writing Connections reading process reading comprehension Korean students college Students summary task integrated task writing-to-read approach ELF context L2 context |
| spellingShingle |
Education Adult Education English As A Second Language Social Research Teaching Reading-Writing Connections reading process reading comprehension Korean students college Students summary task integrated task writing-to-read approach ELF context L2 context Kim, Jeung Deok The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| author |
Kim, Jeung Deok |
| author_facet |
Kim, Jeung Deok |
| author_sort |
Kim, Jeung Deok |
| title |
The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| title_short |
The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| title_full |
The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| title_fullStr |
The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| title_full_unstemmed |
The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task |
| title_sort |
influence of reading-writing connections on korean efl college students’ reading process and reading comprehension during a summarization task |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2016 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445 |
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