독해일지 작성 활동이 고등학생의 영어 읽기 쓰기 능력 및 정의적 영역에 미치는 영향

The effects of writing journals on the English reading and writing ability and the affective domain of high school students

This study investigates the effects of writing journals on the reading and writing ability of EFL learners as well as the changes in their affective domain. For this to be realized, a total of 20 Korean high school students participated in the study. The results of the study revealed that there was no significant difference in pre-/post-reading and writing test scores. The lower scorers of the pre-writing test in the experiment group, however, showed a significant improvement in the post-writing test. There was a definite increase in the number of total words and the mean length of T-unit (MLTV) per session. The results of T-unit analysis on the lower scorers' journals showed significant changes. In addition, the results of the qualitative analysis of the journals showed that the learners' writings improved in terms of the vocabulary use, the organization and the content of writing. Finally, the results of pre-/post-survey indicated that the learners in the experiment group showed more confidence and motivation in writing.