Although skilled and unskilled writers’ proofreading performance is often compared, scant attention has been paid to the potential training effect of online reading practice materials in an EFL writing class. This study pioneered proofreading skill training within a 2R program, integrating reading and writing, in an EFL college level composition class in a technology university in central Taiwan. A content-based reading scheme and online reading practice materials were designed to provide extensive reading experience and proofreading recognition skills needed to develop proofreading performance skills for portfolio writing tasks. Targeted vocabulary, proofreading recognition text and question and answer items were presented and practiced via the Author Plus Pro (APP) eLearning program to enhance vocabulary, proofreading and critical thinking skills needed for writing. A total of 43 sophomore college English major students participated in this study. The results show that not only did reading proficiency significantly improve, but also a proofreading training effect was displayed on online proofreading section results though not in correlation with portfolio writing tasks per se. Moreover, although diversity existed in our EFL learners’ learning styles, with visual preference correlating with the pre-test, this effect was eliminated through eLearning. This implies that the role of supplementary online reading practice materials in our 2R model can be instrumental in promoting reading proficiency, proofreading recognition skills, and proofreading performance in portfolio writing tasks, despite diverse learning styles existing among EFL learners.
|Keywords:||Proofreading Skills, Content-based Reading, Learning Style, Supplementary Online Reading Practice Materials|
Associate Professor, Applied English Department, Hungkuang University, Taiwan, Taichung, Taiwan
Assistant professor, Department of Applied English at Hungkuang University in Taiwan, Hungkuang University in Taiwan, Taichung, Taiwan