Changes in EFL Learners L2 Reading and Writing Behavior through Collaborative Storybook Reading and Reading-Journal Writing

Abstract

Reading has long been considered the most important language skill in the Korean EFL (English as a Foreign Language) context, but recently with the growth of information and communication technology worldwide, there seems to be a growing demand for writing as well. Language experts and practitioners have recognized the significance of developing both English reading and writing and attempted to devise effective and integrative English reading and writing instruction methods in the Korean EFL context. The purpose of this study was to examine the feasibility of collaborative storybook reading and reading-journal writing in the Korean EFL middle school context as a way to enhance students reading and writing abilities. The study explored the behavioral and attitudinal changes in students second language (L2) reading and writing while they participated in collaborative storybook reading and reading-journal writing activities. A total of 28 seventh-grade EFL students participated in the study, and they read four English storybooks, carried out self-directed group book discussions, and wrote four reading journals while engaging in collaborative reading and reading-journal writing activities for four months. Students collaborative group discussions, reading journals, semi-structured interview responses, and pre- and post-questionnaire results were analyzed qualitatively. Students reading rate and writing amount were measured, their writing scores were scored by two raters, and all quantitative data were analyzed with paired samples T-tests. The findings suggested that students showed positive changes in their L2 reading behavior, L2 writing behavior, and attitudes toward L2 reading and writing. Students gradually acquired autonomy and reading habits, made use of a wide range and scope of reading skills, and became more critical and fluent readers. Students gained intrinsic motivation and autonomy for writing, learned to write more effectively following the writing process, and began to express themselves through written texts. Students writing improved in terms of length, lexical complexity, content, organization, and language conventions. As for students attitudes toward reading and writing experiences, students displayed heightened interest, self-confidence, and motivation in English reading and writing, found English reading and writing pleasant, and discovered important values in reading and writing. The present study presented the possibility of implementing collaborative storybook reading and reading-journal writing as an instructional approach to reinforce reading-writing relations, learner autonomy and collaboration, and critical literacy. The overall findings of the study provide insights into the development of integrated English reading-writing instruction suitable for the Korean EFL context, especially in secondary schools, to help students become more autonomous, proficient, and critical readers and writers.