Abstract
The purpose of the study was to investigate the effects of book report (mind-mapping and summarizing) activities utilizing English storybooks on the English vocabulary, the writing ability, and the perceptions of college students toward reading English storybooks and book report activities. A total of fifty eight students were divided into two groups, 35 for the experiment group and 23 for the control group. The experiment group was asked to read English storybooks and write book reports for eight weeks while the control group was asked to write an essay and study vocabulary. The participants were also asked to answer a post-survey to examine their perceptions toward reading books and writing book reports. An interview was also conducted to examine the learners’ perceptions. The results of the study indicated that the reading and writing group showed positive effects concerning their vocabulary learning and their writing ability when book report activities were added.
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