Growing a 2R Model in an EFL Context: Integrating Supplementary Online Reading Practice Materials in an EFL Writing Class

Although skilled and unskilled writers’ proofreading performance is often compared, scant attention has been paid to the potential training effect of online reading practice materials in an EFL writing class. This study pioneered proofreading skill training within a 2R program, integrating reading a...

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Bibliographic Details
Published in:Ubiquitous learning 2011, Vol.3 (4), p.137-172
Main Authors: Chwo, Gloria Shu-Mei, Tsai, Chih-Hsin
Format: Article
Language:English
Subjects:
Cognitive style
College English
Colleges & universities
Distance learning
Editing
Online instruction
Proofreading
Reading
Reading promotion
Recognition
Skills
Thinking Skills
Training
Writing
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Summary:Although skilled and unskilled writers’ proofreading performance is often compared, scant attention has been paid to the potential training effect of online reading practice materials in an EFL writing class. This study pioneered proofreading skill training within a 2R program, integrating reading and writing, in an EFL college level composition class in a technology university in central Taiwan. A content-based reading scheme and online reading practice materials were designed to provide extensive reading experience and proofreading recognition skills needed to develop proofreading performance skills for portfolio writing tasks. Targeted vocabulary, proofreading recognition text and question and answer items were presented and practiced via the Author Plus Pro (APP) eLearning program to enhance vocabulary, proofreading and critical thinking skills needed for writing. A total of 43 sophomore college English major students participated in this study. The results show that not only did reading proficiency significantly improve, but also a proofreading training effect was displayed on online proofreading section results though not in correlation with portfolio writing tasks per se. Moreover, although diversity existed in our EFL learners’ learning styles, with visual preference correlating with the pre-test, this effect was eliminated through eLearning. This implies that the role of supplementary online reading practice materials in our 2R model can be instrumental in promoting reading proficiency, proofreading recognition skills, and proofreading performance in portfolio writing tasks, despite diverse learning styles existing among EFL learners.
ISSN:1835-9795
2475-9686
DOI:10.18848/1835-9795/CGP/v03i04/40317