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Writing Development of Young EFL Learners using Graphic Organizers for Reading Strategy Instruction 원문보기

  • 저자

    Kwak, Esther

  • 학위수여기관

    HANKUK UNIVERSITY OF FOREIGN STUDIES. GRADUATE SCHOOL

  • 학위구분

    국내석사

  • 학과

    TESOL학과

  • 지도교수

    Yi, Jennifer

  • 발행년도

    2014

  • 총페이지

    102 p

  • 키워드

    young EFL learners Graphic organizer integrated reading and writing instruction writing development;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13539062&outLink=K  

  • 초록

    Writing Development of Young EFL Learners using Graphic Organizers for Reading Strategy Instruction The purpose of this study was to investigate subsequent writing development after the reading instruction using graphic organizers. This study was conducted for 8 weeks in elementary school in Seoul, in the after school English program, using graphic organizers as a main instruction tool. Guiding research questions were: (1) What changes occur in the two students' completed GOs over time; (2) Are there any changes in the two learners' comprehension level when provided reading instruction using GOs?; and (3) How does strategy instruction using GOs influence the two students' writing skills?. In order to answer these questions, GOs results, reading quizzes, writing tests, survey and interview were employed to probe the effect of GOs in reading and its connection to writing of both high and low level students. Both quantitative and qualitative data were collected and analyzed. The quantitative data indicated that students showed improvement in performance in reading quiz, GOs and writing test. The other results of qualitative data revealed that both level students' writing products were improved. In addition, the effect of GOs in writing was more obvious for low level learner. In addition to English proficiency, the learners' attitude and motivation was enhanced followed by the increase of comprehending and structuring text. To sum up, it seems clear that GOs in integrated reading and writing instruction has the potential to help EFL young learners in developing English reading and writings skills as well as to challenge their learning attitude. This study provides pedagogical insights and implications for teachers the importance of teaching integrated reading and writing skills when teaching young learners for long-term development of both skills.


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