영어동화에 기반한 리딩 저널쓰기 활동이 초등학생의 영어 쓰기능력에 미치는 영향

This study aims to investigate the effects of story-based reading journals on students’ English writing ability. For the purpose of the study, three female elementary school students participated in writing reading journal lessons for 12 weeks. During each lesson, they read an English storybook and wrote a reading journal based on the story they read. The students’ reading journals were collected and evaluated according to the analytical writing scale, the number of words used, and the number and the length of T-unit. The participating students’ free compositions were also evaluated to measure the students’ improvement on writing. The analysis of students’ reading journals show the students’ improvement in organizing the structure and the content of their writing, while their grammatical errors did not improve over time. The number of vocabulary, and the number and the length of T-unit have also increased in students’ reading journals, indicating improvement on students’ writing fluency. It was also found that writing reading journals helped the students enhance their interest and confidence in English writing. The findings of the study suggest the possibility of using story-based reading journals in teaching writing to young learners of English.