LAUSR

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)