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The purpose ofthis study was to examine the effectofdifferent approachesto teaching reading in EFL classrooms. The participants enrolled in a college English reading course were taught via explicit grammar?activities, vocabulary enhancement activities, writing activities, and collaborative activities, respectively. Changes in their reading comprehension ability were measured by the tests before and after the course. We also examined the change in participants’ own perception of their learning over the course using self-rating questionnaires, and the interview data with the instructors were used for data triangulation. The results showed the writing integration group, followed by the explicit grammar instruction group, improved the most in overall reading comprehension and in their perception of English proficiency, indicating that active production of L2 benefitted their reading skills more than receptive activities. Findings from this study imply that the integration of teaching reading and writing could be particularly effective for advanced EFL learners such as college-level students. It naturally leads students to critical reading and encourages them to use vocabulary and grammatical structures carefully, all of which seem to facilitate the development of reading skills.
목차
Ⅰ. Introduction
Ⅱ. Review of Literature
Ⅲ. Participants and Data Collection
Ⅳ. Results and Discussion
V. Conclusion
References
Appendix
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