과정중심의 영어 작문 수업의 효과성: 글쓰기 중간 산출물과 학습자들의 인식에 대한 분석
Evaluating the Effectiveness of a Process-oriented English Writing Instruction in EFL: Focusing on the Analysis of Interim Outcomes and Students’ Perceptions.
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This paper aims to explore the effectiveness of a process-oriented English writing class in EFL context. A process-based writing instruction is generally designed based on three phases; brainstorming, writing the first draft, and feedback exchanges. 40 college students participated in this study and wrote English essays with eight topics for one semester. In the writing class, college students generated their own idea-map on reading materials given in advance, exchanged their feedback with a peer on their first draft right after conducting self-assessment, and finally got feedback from the instructor. All the activities students involved were evaluated with statistical analysis, and students were also asked to respond the questionnaire associated with the writing process. The findings are as follows; first, mind mapping was somewhat helpful by presenting a medium-low association with a holistic score and the first draft was also helpful for students to organize their own idea in writing. Based on self- and peer assessment, self-rating results were almost similar to those of peer rating, and students preferred oral feedback from the instructor in order to make sure the directions for revision. The findings help us in understanding college students’ writing performance by evaluating interim outcomes of English writing class and will contribute to supporting the process-oriented writing instruction in EFL.
Abstract
This paper aims to explore the effectiveness of a process-oriented English writing class in EFL context. A process-based writing instruction is generally designed based on three phases; brainstorming, writing the first draft, and feedback exchanges. 40 college students participated in this study and wrote English essays with eight topics for one semester. In the writing class, college students generated their own idea-map on reading materials given in advance, exchanged their feedback with a peer on their first draft right after conducting self-assessment, and finally got feedback from the instructor. All the activities students involved were evaluated with statistical analysis, and students were also asked to respond the questionnaire associated with the writing process. The findings are as follows; first, mind mapping was somewhat helpful by presenting a medium-low association with a holistic score and the first draft was also helpful for students to organize their own idea in writing. Based on self- and peer assessment, self-rating results were almost similar to those of peer rating, and students preferred oral feedback from the instructor in order to make sure the directions for revision. The findings help us in understanding college students’ writing performance by evaluating interim outcomes of English writing class and will contribute to supporting the process-oriented writing instruction in EFL.
참고문헌 (16)
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