ERIC Number: EJ1413367
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2548-8457
EISSN: EISSN-2548-8465
Exploring the Effect of Extensive Reading on Young English Learners' Second Language Writing Achievement in a Vietnamese Primary School Setting
Minh Châu Nguy?n; John R. Baker
International Journal of Language Education, v7 n4 p673-685 2023
Extensive reading (ER) provides young English language learners (YELLs) many benefits, including the sustainable development of writing (e.g., the reading-writing relationship). However, this area is underresearched. To address this, this quasi-experimental study investigated the effect of ER on YELLs' second language writing achievement using an enhanced ER treatment. Pre- and post-Cambridge Primary English Test (PET) samples were collected and evaluated via the PET analytic rubric total band and subscales scores (Content, Communicative Achievement, Organization, Language). The results indicated that the EG outperformed the CG in total band score and three subscale bands (Content, Organization, Language), and the EG and CG performed comparably well in the fourth (Communicative Achievement). As prior research specific to ER's effect on YELLs' writing achievement in the Vietnam context is noticeably understudied, this study offers a starting point for future investigations.
Descriptors: Foreign Countries, Reading Strategies, English Language Learners, Writing Achievement, Second Language Learning, Program Effectiveness, Elementary School Students, Grade 5, Time
International Journal of Language Education. Faculty of Languages and Literature
UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A