The effects of extensive reading on young Korean students’ construction development

Eunseok Ro, Hyunwoo Kim

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores how input-focused implicit learning through extensive reading (ER) facilitates construction development in Korean-speaking young EFL students. Twenty-four EFL students, 10–13 years old, participated in ER as an after-school activity for four weeks (ER group). Their construction development in writing was assessed using seven argument structure constructions. The ER group’s performance preceding and following ER activities was compared to 24 young EFL students who did not engage in ER (baseline group). The results showed that the ER group improved their production of ditransitive and caused-motion constructions. Compared to the baseline group, the ER group not only produced a greater number of these constructions, but also used a wider variety of verbs not observed prior to the ER experiences, indicating an expansion of their linguistic knowledge with the target constructions. We conclude by addressing the pedagogical implications for using ER with young EFL students.
Original languageEnglish
Pages (from-to)957-981
JournalIRAL - International Review of Applied Linguistics in Language Teaching
Volume60
Issue number4
DOIs
Publication statusPublished - 2022 Nov

Fingerprint

Dive into the research topics of 'The effects of extensive reading on young Korean students’ construction development'. Together they form a unique fingerprint.

Cite this