원문정보
초록
영어
This study examines university students’ attitudes toward second language (L2) writing that is implemented as a follow-up activity to extensive reading (ER). Sixteen students voluntarily participated in the study, and their written reflections were analyzed quantitatively and qualitatively to explore these students’ attitudinal positionings toward the writing activity. The findings indicate that students not only displayed a favorable attitude toward the ER writing activity, but also appreciated its benefits and usefulness in the development of their writing skills and writing habits. The present study also suggests that well-integrated pedagogical practices can produce positive perceptions of L2 reading and writing among students, thus facilitating their engagement in the classroom activities.
목차
Introduction
Literature Review
The Reading and Writing Connection
ER and Affect
Gaps and Research Questions
Methods
The Context and the Participants
Procedures
Data Sources
Appraisal Theory as a Data Analytic Framework
Data Analysis
Results and Discussion
Attitude Toward ER Writing: Quantitative Approach
Attitude Toward ER Writing: Qualitative Approach
Conclusion
Acknowledgements
The Authors
References
Appendix A
Appendix B