Improvement in English after a 15 Week Read-Aloud Program in Third Grade EFL Students in Korea
Jin A Park, Kyung Sook Cho

Abstract
This study examines the impact of reading stories aloud to third graders in EFL classes in Korea at the beginning (second semester) level. Experimental students were read to for only a few minutes three days a week for 15 weeks and significantly outperformed comparisons on aural and written vocabulary and sentence comprehension tests. There was no difference on spelling tests. Students in the experimental group also showed significantly better attitudes and confidence toward English while comparison students declined.

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