Go to  Advanced Search

Please note that cIRcle is currently being upgraded to DSpace v5.1. The upgrade means that the cIRcle service will not be accepting new material from 05:00 on September 1/15 until 08:00 on September 4/15. Read only access will be available during this period. Apologies for the inconvenience.

Adult ESL learners constructing knowledge by writing texts

Show simple item record

dc.contributor.author Kim, Chin-hyŏn
dc.date.accessioned 2009-06-16
dc.date.available 2009-06-16
dc.date.copyright 1999 en
dc.date.issued 2009-06-16
dc.identifier.uri http://hdl.handle.net/2429/9246
dc.description.abstract Because of an emphasis on academic discourse in tertiary-level courses, many adult ESL students discover that they need to adjust their strategies for learning ESL. Prior to attending university in English-speaking countries, these students tend to focus their ESL learning strategies on spoken English perhaps largely because they believe spoken English accounts for the bulk of ordinary people's communication time. When they begin studying at an English-speaking university, however, their participation shifts and the focus of their ESL learning strategies become written English. This paper reports a seven-week research project which involved six Korean adult ESL learners who, in an effort to improve their academic discourse competence, wrote reading logs about English newspaper articles. These logs mainly featured summaries and personal responses based on opinion articles such as editorials and columns. The research questions focused on exploring mainly the participants' self-reported benefits, difficulties and transfer of learning. The participants felt that the reading log strategy helped them detect and correct their ESL reading and writing weaknesses. They experienced a close relationship between reading comprehension and academic writing skills: They had difficulty writing their reading logs when they had a shaky grasp of content. They also felt that writing reading logs got them predisposed toward active or spirited oral discussion. Such research findings led to the conclusion that the reading log strategy is a good way to improve and integrate reading, writing and oral discussion skills for ESL learners. This paper might help educators gain insight into how adult ESL learners' academic discourse skills can be developed. en
dc.format.extent 4758883 bytes
dc.format.mimetype application/pdf
dc.language.iso eng en
dc.relation.ispartof Retrospective Theses and Dissertations, 1919-2007 en
dc.relation.ispartofseries UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
dc.title Adult ESL learners constructing knowledge by writing texts en
dc.type Text
dc.degree.name Master of Arts - MA en
dc.degree.discipline Language and Literacy Education en
dc.degree.grantor University of British Columbia
dc.date.graduation 1999-05 en
dc.type.text Thesis/Dissertation en
dc.description.affiliation Education, Faculty of en
dc.degree.campus UBCV en
dc.description.scholarlevel Graduate en

Files in this item

Files Size Format Description   View
ubc_1999-0361.pdf 4.758Mb Adobe Portable Document Format   View/Open

This item appears in the following Collection(s)

Show simple item record

All items in cIRcle are protected by copyright, with all rights reserved.

UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: 604-822-6375
Fax: 604-822-3893