다독 후 북 리포트 쓰기 활동이 중학생 영어 학습자의 영어 쓰기 능력에 미치는 영향과 학습자 인식

Abstract

The purpose of this study was to examine the effects of book reports writing on middle school students’ English writing ability and their attitude toward writing. The participants were forty students who wrote at least 10 book reports on the books they chose to read. The first and the last reports were compared to examine whether their writing ability improved while they participated in the extensive reading and book report writing project. The results of paired samples t-tests showed that there were statistically significant differences in their vocabulary, language use, and organization areas. However, there was no significant difference in the content area. These findings suggest that book report writing activities had positive impacts on the students’ writing ability. The analyses of the students responses in the questionnaire showed that the participants enjoyed writing activities. However, their English writing motivation and confidence did not increase as much. The analyses of the students’ reponses to open ended questions showed that they recognized the educational value of the extensive reading activity and the book report writing activity. However, they also responded that they experienced difficulties selecting appropriate books within their reading ability and writing their ideas in the book report.