Abstract
The present study explores the impact of dialogue journal writing on Korean English learners’ reading ability, reading motivation and reading anxiety. Sixty-nine Korean middle school students, who took a regular English class, participated in the study. Among them, 31 students wrote dialogue journals as part of their lessons. The results of the study indicate that after four weeks, the writing and reading abilities of the dialogue journal writers were improved significantly more than those of their counterparts were. However, the dialogue journal writers’ increased abilities in writing were not correlated with their increased abilities in reading, which fails to empirically verify the reading-writing connection. The study results also present no significant effects of dialogue journal writing on both reading motivation and reading anxiety. Discussions and suggestions for future study are provided.
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