I-Chun Chen
National Taipei University of Education
Email：lisa2chen2@gmail.com
摘要
The aim of this study was to analyze the effects of the bilingual cooperative integrated reading and composition (BCIRC) strategy to promote English reading and writing abilities of young EFL learners. The study group was composed of 25 6th grade students at an elementary school in Miaoli City in the 2015/2016 academic year. The subjects received bilingual cooperative integrated reading and composition (BCIRC) instruction for 12 weeks (80 minutes per week). The participants assigned in heterogeneous groups engaged in the Project-Based Learning (PBL) curriculum based on the driving question of reading materials and then reading on-line books through digital devices. Finally, the participants finish the group writing task cooperatively.
Reading Comprehension Test (RCT), English Learning Motivation Scale (ELMS) and Written Expression Achievement Test (WEAT), 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. Paired-Samples T Test was used to explore the research results.
The overall results of the findings suggested that the BCIRC strategy was efficient in facilitating the English literacy. However, there was no significant correlation between the research results and scores of school English academic achievement test. The implication was showed the connection of learning materials combined both BCIRC curriculum and English content knowledge was important. The study had pedagogical implications on the value and feasibility of language teaching in promoting young EFL learners‘ English literacy by using BCIRC strategy, and the limitations of the study were provided.
關鍵字：Bilingual cooperative integrated reading and composition, English literacy, digital reading and writing