Reading-Writing Connection for EFL College Learners Literacy Development
Title
Reading-Writing Connection for EFL College Learners Literacy Development
Reading-Writing Connection for EFL College Learners Literacy Development
Keywords: reading-writing connections, literacy development, reading metacognitive awareness
Authors
Ming-Yueh Shen
National Formosa University, China
Ming-Yueh Shen
National Formosa University, China
Bio Data
Dr. Ming-Yueh Shen is currently an associate professor at the National Formosa University in China Taiwan. She has taught English at the college level for more than ten years. Her main research interests include developing reading/writing literacy for EFL learners, learner autonomy and reading strategies instruction.
Abstract
This study aimed to examine the impact of a reading-writing connection project on the first-year EFL college students who studied English as a required subject in the first semester of 2005. A literacy environment that was supportive of reading-writing connections involved explicit instruction of text structures and story elements, reflective reading journals (or reading logs) on each reading text, and creative writing based upon the story book of the learners own interest. Data were collected from the students’ reading log entries, creative writing, and the follow-up interviews. Results indicated that the learners’ literacy developed not only in linguistic progress but also in critical thinking as well as in personal growth. Reading helped the EFL learners development of their writing with the stimulus, structures, vocabulary, and prior experience (schema). The reading-writing connection also had a positive impact on the EFL college students reading metacognitive awareness (i.e., looking back what they read), as well as their reflection of personal values and experience transaction. Evidence arising out of these findings suggests that reading and writing should be integrated in teaching for the reason that they are not separated skills, but mutually reinforced in EFL classroom.
This study aimed to examine the impact of a reading-writing connection project on the first-year EFL college students who studied English as a required subject in the first semester of 2005. A literacy environment that was supportive of reading-writing connections involved explicit instruction of text structures and story elements, reflective reading journals (or reading logs) on each reading text, and creative writing based upon the story book of the learners own interest. Data were collected from the students’ reading log entries, creative writing, and the follow-up interviews. Results indicated that the learners’ literacy developed not only in linguistic progress but also in critical thinking as well as in personal growth. Reading helped the EFL learners development of their writing with the stimulus, structures, vocabulary, and prior experience (schema). The reading-writing connection also had a positive impact on the EFL college students reading metacognitive awareness (i.e., looking back what they read), as well as their reflection of personal values and experience transaction. Evidence arising out of these findings suggests that reading and writing should be integrated in teaching for the reason that they are not separated skills, but mutually reinforced in EFL classroom.
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See page 87-106
[/private]Category: Main Editions, Volume 11 Issue 1
