영어 기능 통합교육의 효과성 제고 방안: 쓰기 활동과 읽기 활동의 연계를 중심으로

Enhancing the effectiveness of integrated English skills education: Focusing on the connection between writing and reading activities

This experimental study examines the effects of integrating writing activities with reading activities on learners' English reading ability and learning motivation from the perspectives of Social Cognitive Theory and self-efficacy. Fifty-two first-year university students enrolled in a general English course were divided into experimental (n=26) and control (n=26) groups. Both groups received pre-reading instructional videos covering the main content; however, the control group was additionally provided with schematized structures of the reading materials, while the experimental group analyzed and schematized the structures themselves and wrote their opinions in simple English. During face-to-face classes, the experimental group shared their writings, received positive feedback, and revised accordingly. Results showed that the experimental group had statistically significant improvements in English reading ability and learning motivation compared to the control group. These findings suggest that repeated success experiences, peer observation, and positive feedback enhanced learners' self-efficacy, leading to increased motivation and achievement, aligning with Social Cognitive Theory. Since Social Cognitive Theory and self-efficacy are applicable regardless of age, the results provide important implications for elementary English education, indicating that integrating writing and reading activities can effectively enhance self-efficacy and learning motivation in learners at different educational stages.