Abstract
This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students’ feedback, this approach stimulated their English reading skills, motivation to read picture books, and creative thinking. Analysis of their creative stories further shows that this approach led them to produce coherent texts and obtain a concept of narrative writing. Moreover, the students integrated the plot structure and key phrases they had learned from the picture books into their own stories, which suggests that reading the picture books might have facilitated their creative writing. Overall, this study shows that using picture books facilitated the integration of reading and writing instruction in the target rural English classroom.
| Original language | English |
|---|---|
| Article number | e00434 |
| Journal | TESOL Journal |
| Volume | 10 |
| Issue number | 3 |
| DOIs | |
| Publication status | Accepted/In press - 2018 Jan 1 |
Fingerprint
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language
Cite this
Linking reading and writing with picture books : A literacy buddy approach in rural Taiwan. / Wang, Hung chun; Lin, Ming Fang.
In: TESOL Journal, Vol. 10, No. 3, e00434, 01.01.2018.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Linking reading and writing with picture books
T2 - A literacy buddy approach in rural Taiwan
AU - Wang, Hung chun
AU - Lin, Ming Fang
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students’ feedback, this approach stimulated their English reading skills, motivation to read picture books, and creative thinking. Analysis of their creative stories further shows that this approach led them to produce coherent texts and obtain a concept of narrative writing. Moreover, the students integrated the plot structure and key phrases they had learned from the picture books into their own stories, which suggests that reading the picture books might have facilitated their creative writing. Overall, this study shows that using picture books facilitated the integration of reading and writing instruction in the target rural English classroom.
AB - This study investigated how a literacy buddy approach may influence the English learning and creative writing of adolescent learners in a rural Taiwanese school. A group of seventh-grade and eighth-grade students took part in a winter camp, wherein they read and wrote picture books collaboratively. Based on the students’ feedback, this approach stimulated their English reading skills, motivation to read picture books, and creative thinking. Analysis of their creative stories further shows that this approach led them to produce coherent texts and obtain a concept of narrative writing. Moreover, the students integrated the plot structure and key phrases they had learned from the picture books into their own stories, which suggests that reading the picture books might have facilitated their creative writing. Overall, this study shows that using picture books facilitated the integration of reading and writing instruction in the target rural English classroom.
UR - http://www.scopus.com/inward/record.url?scp=85059151927&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85059151927&partnerID=8YFLogxK
U2 - 10.1002/tesj.434
DO - 10.1002/tesj.434
M3 - Article
AN - SCOPUS:85059151927
VL - 10
JO - TESOL Journal
JF - TESOL Journal
SN - 1056-7941
IS - 3
M1 - e00434
ER -