Juhee Lee
Juhee Lee (Ph.D., The University of Texas at Austin) is an associate professor in the Department of English Education at Hongik University. Her research interests include reading and writing connections, language teaching methodology, technology-mediated language teaching, and teacher education. She is a recipient of American Association of University of Women Fellowship and the Korean Government Scholarship for Doctoral Studies. Currently, she is working on research projects that examine mobile-based intercultural communications and technology-mediated writing instruction.
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few studies on its effectiveness compared to audiobooks. A quasi-experimental study explored how audiobooks (reading-while-listening) and videos without captions (viewing-while-listening) enhance Korean
EFL elementary students’ English proficiency differently. The participants (N = 98) were divided into three treatments that involved reading audiobooks (reading-while-listening), watching videos without captions
(viewing-while-listening), or textbook-based English instruction (serving as a control) as their regular English curriculum once or twice per week for three months. Pre-and post-tests were conducted to assess
the treatment effects on listening comprehension, reading comprehension, and vocabulary knowledge. The results showed that the audiobook and video groups, which had similar outcomes, significantly increased listening comprehension compared to the control group. However, all three groups improved similarly in reading comprehension and vocabulary knowledge without significant differences. These results suggest that watching English videos without captions can enhance EFL elementary students’ English proficiency and is equivalent to reading audiobooks. The pedagogical implications of these results are discussed.
reading–writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular school English curriculum once per week for the whole academic year. Pre-and posttests measured changes in reading comprehension and descriptive writing performance. Results indicated that for reading comprehension, all three groups significantly improved over time, but the groups did not differ statistically. As for writing performance, only the extensive reading and extensive writing groups, not the control group, experienced significant gains over time, with the two experimental groups showing no statistically significant differences from each other. Additionally, for reading comprehension, students showed improvement regardless of their English-proficiency levels, whereas only the students with higher proficiency experienced a significant improvement in writing performance. These results suggest that an individual can learn to read by writing as well as by reading and can learn to write by reading as well as by writing, as reading and writing involve some of the same subprocesses. Yet, for writing, the reading–writing connection seems more evident for those second-language
learners whose language proficiency exceeds a certain linguistic threshold. For those who have relatively lower language proficiency, the development of writing skills may not proceed as easily, through either extensive reading or extensive writing.
few studies on its effectiveness compared to audiobooks. A quasi-experimental study explored how audiobooks (reading-while-listening) and videos without captions (viewing-while-listening) enhance Korean
EFL elementary students’ English proficiency differently. The participants (N = 98) were divided into three treatments that involved reading audiobooks (reading-while-listening), watching videos without captions
(viewing-while-listening), or textbook-based English instruction (serving as a control) as their regular English curriculum once or twice per week for three months. Pre-and post-tests were conducted to assess
the treatment effects on listening comprehension, reading comprehension, and vocabulary knowledge. The results showed that the audiobook and video groups, which had similar outcomes, significantly increased listening comprehension compared to the control group. However, all three groups improved similarly in reading comprehension and vocabulary knowledge without significant differences. These results suggest that watching English videos without captions can enhance EFL elementary students’ English proficiency and is equivalent to reading audiobooks. The pedagogical implications of these results are discussed.
reading–writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular school English curriculum once per week for the whole academic year. Pre-and posttests measured changes in reading comprehension and descriptive writing performance. Results indicated that for reading comprehension, all three groups significantly improved over time, but the groups did not differ statistically. As for writing performance, only the extensive reading and extensive writing groups, not the control group, experienced significant gains over time, with the two experimental groups showing no statistically significant differences from each other. Additionally, for reading comprehension, students showed improvement regardless of their English-proficiency levels, whereas only the students with higher proficiency experienced a significant improvement in writing performance. These results suggest that an individual can learn to read by writing as well as by reading and can learn to write by reading as well as by writing, as reading and writing involve some of the same subprocesses. Yet, for writing, the reading–writing connection seems more evident for those second-language
learners whose language proficiency exceeds a certain linguistic threshold. For those who have relatively lower language proficiency, the development of writing skills may not proceed as easily, through either extensive reading or extensive writing.