This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

This study examines the effects of the integrated reading-writing tasks (e.g., writing summaries or reflective essays) on college students’ writing performance. A pre-test and a post-test which consisted of reading comprehension questions and a writing task were administered to 207 EFL college students at the beginning and end of a semester. The data was analyzed both quantitatively using ANOVA and post-hoc test, and qualitatively using a questionnaire survey and interviews. The mean scores of the posttest for the classes which utilized the integrated reading-writing tasks were higher than that of the control group. Also, higher level students in the two experimental groups and a control group showed that there were improvements between the pre-test and post-test, specifically in the treatment groups. The analyses of the questionnaire survey and interviews revealed that the treatment groups which integrated reading-writing in class perceived writing summaries and reflective essays as helpful and effective tools for enhancing their writing ability. The overall results of the study indicated that implementing the integrative approaches to language instruction in the EFL classroom is beneficial in improving learners’ writing performance regardless of the learners’ proficiency level.

최근 교육과정에 있어서 의사소통능력이 강조됨에 따라서 듣기, 말하기가 특히 강조되는 반면, 읽기와 쓰기 즉, 문자언어에 관한 학습능력 역시 같이 향상되고 있는지에 대해서는 논란의 여지가 많았고, 학교단위 수준에서 보면 오히려 부정적인 견해도 많았다. 이것은 알파벳, 단어, 문법, 구문, 독해로 이어지는 기존의 일반적인 상향식 학습의 폐해로 여겨지기 때문에, 문자언어에 미숙한 중학생이라 할지라도 텍스트 전체로부터 접근하는 하향식 읽기 방법을 접목할 필요가 있다. 글의 전체적인 구조와 전개방식에 대해 배경지식을 가진다면 읽기가 훨씬 수월해 질 것이기 때문이다. 쓰기의 경우에도 빈칸 채우기나 문장 단위의 통제되거나 유도된 수준에 그치는 경우가 많고, 실생활에 필요한 자유 작문 형태의 쓰기 학습은 소홀히 다루어지고 있는 것이 현실이다. 이 문제 역시 영어교사들이 자유 작문을 시도해 볼 신뢰성 있는 틀이나 형식이 없기 때문에 그 필요성을 인정하면서도 실제로 수업에서 적용키 어려운 점이 있었다. 이 같은 상황을 학생과 교사 입장에서 개선할 수 있는 효과적인 방법으로서, EFL(English as a Foreign Language) 상황 하에서 읽기와 쓰기를 체계적으로 연계시킨 좀 더 새로운 학습방법이 고안될 필요가 있었다. 본 논문은 비교적 최근의 이론인 과정-장르 중심 접근법에 이론적 근거를 두고, 장르별로 텍스트의 전체적인 구조와 언어적 특징을 구별하고, 이것을 쉽게 도식화한 스켈레톤 다이어그램을 그려 봄으로써, 읽기와 쓰기에 동시에 효과적인 새로운 접근법을 구안하였다.