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KCI 등재

The Impact of Extensive Reading and Affective Factors on Achievement in the EFL Writing Classroom

교사교육연구
약어 : TER
2020 vol.59, no.3, pp.385 - 398
DOI : 10.15812/ter.59.3.202009.385
발행기관 : 부산대학교 과학교육연구소
연구분야 : 교육학
Copyright © 부산대학교 과학교육연구소
MURPHY ODO DENNIS 1

1부산대학교

35 회 열람

Although research has begun to provide some insight into the effect of extensive reading (ER) on L2 writing performance, considerably less is known about how affective factors interact with ER and L2 writing. Therefore, an investigation of the relationship between these variables was conducted with university students to establish whether materials that are slightly above or slightly below the students’ L2 reading proficiency level would better support their L2 writing development. A regression analysis was conducted to investigate the influence of three predictors which included amount of reading, readers’ perceived difficulty and enjoyment of the texts on their grades in the same writing class where participants did the ER. Results were that in accordance with previous findings, greater amounts of ER predicted higher writing course grades. As well, more challenging ER material associated with greater writing class grade performance, but learner enjoyment of the ER materials did not relate to their L2 writing grades. These findings suggest that learners should read plenty of more challenging texts although how much they enjoy the texts may not matter as much as was previously believed.

reading and writing connections, extensive reading, second language writing, reading affect

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