The Korean Association for the Study of English Language and Linguistics

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Korea Journal of English Language and Linguistics - Vol. 19 , No. 2

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 19, No. 2, pp.233-261
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 30 Jun 2019
Received 15 Apr 2019 Revised 10 Jun 2019 Accepted 17 Jun 2019
DOI: https://doi.org/10.15738/kjell.19.2.201906.233

읽기 선행 활동으로서의 독해 기반 자유작문이 중학생의 영어 읽기 및 쓰기 능력과 정의적 태도에 미치는 영향
김수민* ; 최연희**
*대학원생, 서울 서대문구 이화여대길 52 이화여자대학교 교육대학원 영어교육전공 (sumin2412@naver.com)
**교수, 서울 서대문구 이화여대길 52 이화여자대학교 사범대학 영어교육과, Tel: 02-3277-2655 (yhchoi@ewha.ac.kr)

Effects of reading-based freewriting as a pre-reading activity on Korean EFL middle school students’ reading and writing abilities and affective domain
Kim, Sumin* ; Yeon Hee Choi**
Correspondence to : **서울 서대문구 이화여대길 52 이화여자대학교 사범대학 영어교육과 Tel: 02-3277-2655 Email: yhchoi@ewha.ac.kr


Abstract

Kim, Sumin and Yeon Hee Choi. (2019). Effects of reading-based freewriting as a pre-reading activity on Korean EFL middle school students’ reading and writing abilities and affective domain. Korean Journal of English Language and Linguistics 19-2, 233-261. The study aims to investigate the effect of reading-based freewriting as a pre-reading activity on Korean middle school students’ English reading and writing abilities and affective aspect. Ninety students of three English proficiency levels individually read the first paragraph of a text and did freewriting on the topic prior to reading the whole text. They had a pre- and post-test of top-down and bottom-up reading and writing, and filled out a post-questionnaire; two students from each level performed think-aloud of the pre- and while-reading process to explore how reading-based freewriting facilitates the understanding of the text. The results of the study illustrate higher post-test scores of top-down and bottom-up reading than the pre-test scores with the intermediate and low level groups’ significantly higher scores; in top-down reading the low level group’s largest score increase led to a statistically significant group variation. Higher post-test scores of writing were also found with the intermediate and low level groups’ significantly higher scores of organization; their larger score increase than the high level group resulted in a statistically significant group variation in organization. The analysis of the post-questionnaire reveals that the majority of the students were satisfied with the activity, which appeared effective for predicting the topic of the text, as found from the think-aloud protocols. Findings from the study indicate that pre-reading reading-based freewriting can help EFL students’ comprehension of a text and writing development.


Keywords: pre-reading activity, reading-based freewriting, EFL reading, L2 reading, EFL writing, L2 writing

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