The effect of reading-based writing instruction on chinese efl students in secondary school : writing ability and their attitudes

Name: Li, Min

LCSH: English language -- Reading

Classification :.DDC: 420.712

LCSH: English language -- Writing

Abstract: In China, writing is taught in conjunction with other basic skills, even though English education has been carried out for decades and developing unceasingly under the reform. Concerns arise, however, since the majority of experts and teachers identify writing as the most difficult part to master in the traditional teaching. It is all known that composing a well-structured article is impossible without having a good command of large vocabulary, adequate grammar knowledge and good sense of language. Verbalization and thought are assumed to be independent on, correlated to, and even equivalent to each other. The capacity of oral expression to a great extent reflects whether the mode of thinking is used properly. As productive skills, it’s exactly the interaction of speaking and writing makes effective language learning. It means ability to speak helps to develop writing skills and practice. However, the reality is that Chinese EFL learners by and large experience writing anxiety. This seems to reflect poor linguistic competence due to lacking of scientific guidance and sufficient training (Liu, 2005). To counter the problem above, the study intends to discover whether writing ability can be improved by integrating reading and writing in class and analyzing how the method affects students’ general opinions on reading-based writing instruction. With this main purpose in mind, the six-week writing course was conducted among 55 participants who were from Zhanyi No. 4 Secondary School in Yunnan province. The students involved with the study possessed different English proficiency levels with some students having had more intensive training. The more fundamental goal of this study was to ascertain how to convert readers into writers by means of an integrative view that developed during the process. That is reading supply students with a large number of language materials, and they can learn writing techniques, gain writing experience, enrich mind and emotion, improve their ability of observation and analysis and learn skills of thinking in English (Yu, 2004; Zhai, 2006). Multiple instruments to determine the competence of the student were employed to collect data in the study, including a specific lesson plans, various writing assignments, interviews and follow-up observations. The change of students’ writing ability is associated with the emphasis that equally crucial for both two skills, that is content, vocabulary, text organization and language use. Three topics are covered in the writing curriculum, each one involves roughly 135 minutes of instruction and practice every week. It’s expected to see the change of learners’ writing level from task 1 to task 3. On the other hand, the attitude towards readingwriting integration teaching is analyzed from its positive and negative effect. The findings of the research showed that what this approach benefits the participants is the rise in relevance of topic, frequency of using various parts of speech, conjunctions, the decline in misusing grammar rules etc. which can be seen from the participants’ writings. With the implement of the integrative teaching, it was found that students’ participation and interest in English writing was much higher than being taught in traditional and single mode. As a result, the quality of writing was effectively enhanced

Burapha University. Library

Address: CHONBURI

Email: buulibrary@buu.ac.th

Name: Janpanit Surasin

Role: Principal advisor

Created: 2019

Modified: 2021-05-12

Issued: 2021-05-12

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Th 420.712 Li693E

eng

DegreeName: Master of Education

Level: Master's Degree

Descipline: Teaching English as a Global Language

Grantor: Burapha University

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