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Developing and Implementing an Output-Focused Reading Instruction Model for Korean EFL Elementary School Learners

초록/요약

Abstract The present study investigated the effects and adaptability of an output-focused reading instruction model in a Korean elementary English classroom. Output-focused reading instruction is a teaching model intended to develop learners’ reading skills which involves active meaning-making output processes such as writing and speaking. Because elementary school students have very limited hours for learning English at school, the development of an effective teaching model is needed. A preliminary study preceded the main study. In the preliminary study, a quantitative meta-analysis was conducted to extract effective instruction elements with which to develop a framework of output-focused reading instruction. In the main study, an output-focused reading instruction model is developed based on the framework, and the effects and adaptability of the model in actual English classrooms are analyzed. The quantitative results are analyzed based on analyses of pre- and post-tests with t-tests, whereas the qualitative results are analyzed using the constant comparison method based on worksheets, interviews, and an open-ended questionnaire in the form of a survey. The results of the preliminary study revealed that among the output activities, the effect size of response writing followed by speaking activities was larger than that of other types of output activities. Moreover, the results showed that collaborative tasks and reading approaches were significant variables for effective reading instruction. Based on the results of the preliminary study and on a literature review, an output-focused reading instruction model was developed and implemented in the main study. The participants in the main study were 119 fifth-grade students from four intact groups of an elementary school in a city in Gyeonggi province. There were two intact experimental groups (EG) of 60 students and two intact control groups (CG) of 59 students. The intervention was conducted for 14 weeks by the English subject teacher. In the EG, output-focused reading instruction based on picture storybooks were implemented, and school textbook-based instruction was provided in the CG. The results of the main study indicate that output-focused reading instruction effectively improved the fifth-grade students’ reading skills as well as their writing skills regardless of their English proficiency. More specifically, students in the EG showed significantly improved vocabulary and comprehension in English. However, grammar was not developed. In the affective factors, interest and attitude toward English learning significantly increased in the EG compared to those in the CG. In the pre- and post-survey comparison, students in the EG showed positive changes in interest, confidence, and attitude regardless of their proficiency levels. Therefore, the results imply that the output-focused reading instruction model can be implemented in Korean elementary English classrooms successfully and that students’ reading and writing skills as well as their affective factors will be enhanced through this instruction. The results of the qualitative analyses conducted as part of this study showed that there were five factors that greatly affected the students’ reading and writing skills. These are the use of a learning strategy, the authenticity of the reading materials, the degree of connectedness to school textbooks, the use of interesting stories and activities, and rapport among the teacher and peers. Students reported that reading interesting storybooks aligned with school textbooks, collaborating tasks, and using reading strategies all helped them improve their reading skills. The data also showed that students’ interest in reading materials and activities and strong rapport with the teacher and peers enhanced their motivation for learning and made their meaning-negotiating processes more active and enthusiastic. These qualitative results also support the effectiveness of the output-focused instruction model, indicating that the model greatly elevated students’ affective factors. Specifically, students’ motivation and confidence levels when reading ultimately increased, leading to improvements in their reading skills. To conclude, the output-focused reading instruction model was successfully implemented in a Korean elementary English classroom setting. Output-focused reading instruction was found to be effective at improving fifth-grade students’ reading and writing skills. Moreover, it significantly enhanced the students’ affective factors, such as their interest, confidence, and attitude toward English learning. Based on these results, some suggestions are presented. First, effective grammar tasks for improving reading skills should be investigated. Second, for consistent written language education, investigations of the adaptability of output-focused reading instruction for students in lower grades are needed for further study. Third, the effects of output-focused reading instruction on spoken language skills such as listening and speaking should be investigated to improve the overall language development of Korean EFL elementary school learners.

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목차

List of Text


Acknowledgements ⅰ
Abstract iii
List of Tables xii
List of Figures xiv


I. Introduction 1
1.1 Background of the Study 1
1.2. Purpose of the Study 5
1.3 Research Questions 5
1.4 Definitions of Terms 6
1.4.1 Output-Focused Reading Instruction 6
1.4.2 Input-Focused Reading Instruction 7
1.4.3 Written Communication Skills 7
1.5 Outline of the Study 7

II. Literature Review 9
2.1 Reading and Reading Development 9
2.1.1 Reading and Reading Process 9
2.1.2 Reading and Writing Connection 11
2.1.3 Writing for Reading Activities 13
2.1.4 Writing for Reading in the Korean Context 17
2.1.4.1 Input-Focused Reading Instruction 18
2.1.4.2 Output-Focused Reading Instruction 20
2.2. Written Language Education in Korean Elementary Schools 24
2.2.1 The National English Curriculum 24
2.2.2 Problems in Written Language Education 27
2.3 Reading Instruction Models 29
2.3.1 Reading Instruction 29
2.3.1.1 Purposes of Reading Instruction 30
2.3.1.2 Reading Materials 31
2.3.1.3 Reading Tasks 32
2.3.1.4 Reading Instruction Approaches 33
2.3.2 Reading Instruction Models for Output-Focused Reading Instruction 35
2.3.2.1 Literature/Response-Based Instruction 35
2.3.2.2 Content-Based Model 40
2.3.2.3 Collaborative Model 43
2.3.2.4 Instructional Elements 47
2.3.3 Framework of Output-Focused Reading Instruction 49
2.3.3.1 Principles of Output-Focused Reading Instruction 49

III. Method 55
3.1 Preliminary Study 56
3.1.1 Data Collection 58
3.1.2 Data Coding 60
3.1.3 Data Analysis 62
3.2 Main Study 64
3.2.1 Participants 65
3.2.1.1 Subjects 65
3.2.1.2 Instructor 69
3.2.2 Period and Procedure 73
3.2.2.1 Planning and Developing an OFRI Model 74
3.2.2.2 Applying the OFRI Model 76
3.2.2.3 Analyzing the Effects of the OFRI Model 78
3.2.3 Instruments 78
3.2.3.1 English Reading and Writing Proficiency Test 81
3.2.3.2 Questionnaire 82
3.2.3.3 Class Observation and Interviews 87
3.2.3.4 Writing Activity Sheets 90
3.2.4 Data Analysis 94

IV. Results 96
4.1. Model Development 96
4.1.1 Results of the Preliminary Study 96
4.1.1.1 The Effects of Different Types of Writing-for-Reading
Activities 97
4.1.1.2 The Effects of Other Instructional Variables 98
4.1.1.3 Implications of the Preliminary Study 100
4.1.2 Model Development of Output-Focused Reading Instruction 103
4.1.2.1 Goals 104
4.1.2.2 Elements and Principles 105
4.1.2.2.1 Introduction Stage 107
4.1.2.2.2 Reinforcement Writing Stage 108
4.1.2.2.3 Reading (Responding) Stage 110
4.1.2.2.4 Written Output Stage 112
4.1.2.2.5 Spoken Output Stage 116
4.1.2.3 Contents and Sequencing 118
4.1.2.3.1 Syllabus 118
4.1.2.3.2 Lesson Procedure 122
4.1.2.3.3 Intervention 125
4.1.2.4 Format and Presentation 126
4.1.2.4.1 Lesson Planning 126
4.1.2.4.2 Material Design 129
4.1.2.5 Monitoring and Assessment 130
4.1.2.6 Evaluation 134
4.2. The Effects of Output-Focused Reading Instruction Model 135
4.2.1 Quantitative Results 135
4.2.1.1 Reading Test Results 135
4.2.1.2 Writing Test Results 140
4.2.1.3 Affective Factors 142
4.2.2 Qualitative Results 147
4.2.2.1 Cognitive Domain 147
4.2.2.1.1 Reading Strategy Use 147

4.2.2.1.2 Meaningful Learning based on Authenticity
and Learner-Centeredness 160
4.2.2.1.3 Connectedness to the School Curriculum 166
4.2.2.2 Affective Domain 169
4.2.2.2.1 Interest 169
4.2.2.2.2 Rapport 175

V. Discussion and Conclusion 180
5.1 Discussion 180
5.2 Suggestions 189

References 193

Abstract in Korean 211

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