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A Study on the Effect of Paired-Text Order on Korean EFL Learners' Writing Skills

  • 박지수 (교육대학원 영어교육전공)

초록/요약

The aim of this study was to investigate the most effective paired-text order instructions in enhancing Korean elementary school students’ different writing components, as in ideas and content, organization, voice, word choice, sentence fluency, conventions, and explanation, depending on their English proficiency level. Prior to implementing the paired-text sets instructions; students were divided into four groups based on their English proficiency level, A and C, referring to a high and low level, respectively. The order of paired texts implementation, either narrative to expository, or the reverse, expository to narrative, was noted as being the NE or the EN group, correspondingly. A pre-survey was conducted among each group in order to collect basic information about the participants' reading habits, along with their conception and preference on the text type and order in paired-text sets. Moreover, participants wrote a narrative essay before acquiring the paired-text sets instructions, which was used as an assessment tool to analyze the improvements in writing by comparing it with their post-essays. During the experiment, three paired-text sets were provided in two specific order types relying on different groups; in a narrative to expository order among the NE groups and in an expository to narrative order among the EN groups. The instructions were implemented in ways to maximize students' learning, with applications of modified versions of graphic organizers and relevant activities on the topic. Another key task that followed each text instruction was writing a paragraph on the basis of the reading source. This was performed to connect participants' knowledge to what they read, and thereby internalize the reading source, which ultimately facilitated their writing skills. After four and a half weeks of experimenting with three paired-text sets, each participant wrote a post-essay and answered a post-survey, which were used as assessment sources for the analysis. A two-way ANOVA was conducted via SPSS (22.0) in order to compare and analyze the changes in participants' writing skills after the experiment, along with investigating the statistical significances.

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목차

I. Introduction 1
1.1 Background of the Study 1
1.2 Purpose of the Study 8

II. Literature Review 10
2.1 Reading and Writing Relationships 10
2.1.1 The Interconnectedness of Reading and Writing 10
2.1.2 Reading Instructions in EFL Language Classrooms 13
2.1.3 Reading-Based Writing Instructions 15
2.2 Paired-Text 18
2.2.1 Definition 18
2.2.2 Paired-Text and Language Skills 21
2.2.3 Paired-Text Instructions 24
2.3 Writing Education 27
2.3.1 Changes in EFL Writing Education 27
2.3.2 Narrative Writing 31
2.3.3 Expository Writing 34

III. Methods 37
3.1 Research Design 37
3.2 Participants 40
3.3 Instrument 43
3.3.1 Paired-Text Sets 43
3.3.2 Survey 46
3.3.3 Writing Assessment 47
3.3.3.1 Essay 47
3.3.3.2 Raters 48
3.3.3.3 Rubric 48
3.4 Data Collection and Analysis 49

IV. Results 51
4.1 Statistical Analysis Method 51
4.1.1 Interrater Reliability 51
4.1.2 Correlations Between Different Categorical Scores 53
4.2 Paired-Text Order and Writing Skills 55
4.2.1 Results of Holistic Scores in Writing 56
4.2.2 Results of Each Writing Components 60
4.2.2.1 Ideas and Content Component 60
4.2.2.2 Organization Component 63
4.2.2.3 Voice Component 67
4.2.2.4 Word Choice Component 70
4.2.2.5 Sentence Fluency Component 73
4.2.2.6 Conventions Component 76
4.2.2.7 Explanation Component 79
4.3 Preference on Text Type and Paired-Text Order 83
4.3.1 Preference on Narrative Text or Expository Text 83
4.3.2 Preference on Paired-Text Order 85
4.3.3 Preference on Text Type in Paired-Text Sets 87
4.3.3.1 Preference on Text Type in Paired-Text Set Sample 1 87
4.3.3.2 Preference on Text Type in Paired-Text Set Sample 2 88

V. Discussion and Implications 90

VI. Conclusion 96

REFERENCE 99

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