I-Chun Chen
Department of English Tamkang University, Taiwan, R.O.C.
Email：lisa2chen2@gmail.com
Abstract
The aim of this study was to analyze the effects of the bilingual cooperative integrated reading and composition (BCIRC) strategy and the traditional reading and writing pedagogical methods for elementary school students. The study group was composed of twenty-five 5th grade students at an elementary school in the present academic year. Reading Comprehension Test (RCT) and Written Expression Test (WET), both developed by the researcher, were used to collect data related to the study group’ reading comprehension skills and writing skills, respectively. Results were analyzed via one-group pretest and posttest experimental design. RCT and WCT were applied as pre- and post-test to the students. The results revealed that there was a statistically significant progress between the reading and writing skills of the participants in terms of academic achievement. This showing evidence shed light on the effectiveness of adopting the strategy of cooperative integrated reading and composition strategy in the EFL/ESL secondary classroom.
Keywords :Bilingual cooperative integrated reading and composition (BCIRC), Reading, Wring skills