| Summary: | 碩士 === 國立中正大學 === 外國語文研究所 === 92 === ABSTRACT
The purpose of the study is to investigate how reading and writing can be connected and how the instruction of integrating reading and writing motivates senior high school students’ writing interest. The aim is to provide the theoretical and practical knowledge that we need to nurture senior high school students into independent readers and writers. A total of forty-seven first-grade senior high school students were instructed to integrate reading and writing for one semester. The instructional methods used in the study proceed reading-to-writing activities in the EFL classrooms, including rewriting, summarizing, and portfolio assessment, and cooperative learning. Both qualitative and quantitative approaches were utilized to conduct this study. Data were collected through questionnaire surveys, interviews, classroom observations, and students’ writing samples to achieve methodological triangulation. Descriptive statistics and content analysis were employed to analyze the data.
The major findings have shown that the writing class can give students more confidence and motivation in writing, and that reading texts encourages students to reveal their personal response and serves as a model for writing. The results of the questionnaires have obviously shown that students benefited a lot from the integration of reading and writing activities. The instruction provides students with authentic and meaningful reading experiences that integrate language, thinking, and writing together. Pedagogical implications attempt to suggest that it’s worthwhile for teachers to integrate reading and writing in English instruction in senior high schools; the instruction linking reading and writing processes can provide students with opportunities to focus and organize the text information and background to create their own texts. Finally, there are some suggestions recommended for future studies.
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