{"title":"The role of online written communication channels for reading-writing connection","authors":"Sun-Young Kim, Jiwon Paek","doi":"10.17250/khisli.36..201909.004","DOIUrl":null,"url":null,"abstract":"This study developed an empirical model that could test reading-writing connection theory by examining the mediating role of online written communication channels. A set of hypotheses, drawn on a socio-cognitive theory of reading-writing connection, was developed to examine how reading-writing practices influenced literacy development through online written communication. Factor analysis was conducted to examine empirical relationships among the theoretical variables obtained from survey data. The results showed a significant role of online written communication in reinforcing the relationship between literacy practices and development. First, the individual and social practices of reading and writing had little impact on the development in both areas. Second, online written communication channels had a significant interaction effect on reading-writing practices both at the individual and social dimensions. Third, online written communication channels, such as SNS-based interaction using mobile devices, served as the mediating variable that empowered the relationship between reading-writing practices and development. The empirical results suggest that, to encourage L2 students toward a more integrative continuum of reading-writing practices, practitioners should incorporate online written communication channel into teaching practices. (Mokpo National University · Daegu University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Research","FirstCategoryId":"1092","ListUrlMain":"https://doi.org/10.17250/khisli.36..201909.004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"N/A","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 2
Abstract
This study developed an empirical model that could test reading-writing connection theory by examining the mediating role of online written communication channels. A set of hypotheses, drawn on a socio-cognitive theory of reading-writing connection, was developed to examine how reading-writing practices influenced literacy development through online written communication. Factor analysis was conducted to examine empirical relationships among the theoretical variables obtained from survey data. The results showed a significant role of online written communication in reinforcing the relationship between literacy practices and development. First, the individual and social practices of reading and writing had little impact on the development in both areas. Second, online written communication channels had a significant interaction effect on reading-writing practices both at the individual and social dimensions. Third, online written communication channels, such as SNS-based interaction using mobile devices, served as the mediating variable that empowered the relationship between reading-writing practices and development. The empirical results suggest that, to encourage L2 students toward a more integrative continuum of reading-writing practices, practitioners should incorporate online written communication channel into teaching practices. (Mokpo National University · Daegu University)
期刊介绍：
Linguistic Research is an international journal which offers a forum for the discussion of theoretical research dealing with natural language data. The journal publishes articles of high quality which make a clear contribution to current debate in all branches of theoretical linguistics. The journal embraces both synchronic and diachronic perspectives, and carries articles that address language-specific as well as cross-linguistic and typological research questions. The journal features syntax, semantics, morphology, phonology, phonetics, and pragmatics and is currently published quarterly (March, June, September, and December), including the special September issue with a particular focus on applied linguistics covering (second) language acquisition, ESL/EFL, conversation/discourse analysis, etc. All submitted manuscripts are subject to initial evaluation by the Editors, and, if found suitable for further consideration, to double-blind peer review by independent expert referees.
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