Revision Types, Effects, and Perceptions of Self Review in Korean Adult EFL Learners
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초록
This study investigates self review as a process of writing by thirty Korean adult EFL learners. Fifteen advanced writers and fifteen novice writers wrote first and second drafts of six argumentative essays, implementing self review for five weeks to exhibit revision types, effects, and perceptions of self review. To find any difference or similarity between revision types of the two groups, the types were categorized into four areas which were themselves divided into two groups according to the type of change they involved: Vocabulary and Grammar (Surface change), and Content and Organization (Meaning change). To examine the immediate effects of self review, scores of the first drafts and second drafts were compared. Scores of pre-tests and post-tests were compared to observe the subsequent effects of self review. Perceptions were investigated through post-interviews to see what attitudes the writers had toward self review. The results indicate that revision types in both groups were similar, focusing more on surface changes. The immediate effects were great enough to observe noticeable improvements on second drafts for both groups, but the subsequent effects were especially more significant for the novice group. Self review was beneficial to both groups, but more so in relation to the novice group. Lastly, the writers perceived that self review has positive effects, self reflection and low anxiety, and negative effects as well, lack of accuracy and uncertain authorship. Pedagogical implications and suggestions for future study are also presented.
Abstract
This study investigates self review as a process of writing by thirty Korean adult EFL learners. Fifteen advanced writers and fifteen novice writers wrote first and second drafts of six argumentative essays, implementing self review for five weeks to exhibit revision types, effects, and perceptions of self review. To find any difference or similarity between revision types of the two groups, the types were categorized into four areas which were themselves divided into two groups according to the type of change they involved: Vocabulary and Grammar (Surface change), and Content and Organization (Meaning change). To examine the immediate effects of self review, scores of the first drafts and second drafts were compared. Scores of pre-tests and post-tests were compared to observe the subsequent effects of self review. Perceptions were investigated through post-interviews to see what attitudes the writers had toward self review. The results indicate that revision types in both groups were similar, focusing more on surface changes. The immediate effects were great enough to observe noticeable improvements on second drafts for both groups, but the subsequent effects were especially more significant for the novice group. Self review was beneficial to both groups, but more so in relation to the novice group. Lastly, the writers perceived that self review has positive effects, self reflection and low anxiety, and negative effects as well, lack of accuracy and uncertain authorship. Pedagogical implications and suggestions for future study are also presented.
참고문헌 (39)
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