다독 후 북 리포트 쓰기 활동이 중학생 영어 학습자의 영어 쓰기 능력에 미치는 영향과 학습자 인식

The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports w...

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Published in중등영어교육 Vol. 15; no. 3; pp. 45 - 64
Main Authors 박채영, Park Chae-young, 신상근, Shin Sang-keun
Format Journal Article
LanguageKorean
Published 한국중등영어교육학회 30.08.2022
Subjects
Online AccessGet full text
ISSN1976-8222
2671-6038
DOI10.20487/kasee.15.3.202208.45

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Abstract The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students’ writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students’ reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report.
AbstractList The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students’ writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students’ reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report. KCI Citation Count: 0
The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students’ writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students’ reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report.
Author 신상근
박채영
Shin Sang-keun
Park Chae-young
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A study on the effect of book report writing in the extensive reading program on middle school English language learners’ writing ability and students’ perceptions
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Notes The Korea Association of Secondary English Education (KASEE)
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SubjectTerms book report
extensive reading
integrating reading and writing
intensive reading
다독
북 리포트
영어와문학
읽기와 쓰기 통합
정독
Title 다독 후 북 리포트 쓰기 활동이 중학생 영어 학습자의 영어 쓰기 능력에 미치는 영향과 학습자 인식
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