Blogging and conversing: Community college students’ sharing their experiences in an ESL writing class
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This study used focus group transcripts and blog entries to explore theexperiences of five Korean community college students in a course designed topromote second language (L2) writing development. To provide an in-depth lookat this experience from the learner’s perspective, the author was “embedded” inthis writing course, taking on the role of participant-researcher. Through multiplereadings and coding of data from focus groups and students’ shared blogs, fiverelevant themes emerged from the students’ discourse: internalization;depersonalization; simplification; bonding; and approbation. From considerationof the students’ perspectives on their experiences in the writing class, suggestionsfor improving the experience of Korean and other L2 writing students areproposed, including use of relevant and accessible writing topics. Thecohesiveness established through the discussion activities in the current study mayhave benefited participants’ motivational and strategic adaptation, suggesting thatsuch sharing of experiences could be helpful for L2 writing students.
Abstract
This study used focus group transcripts and blog entries to explore theexperiences of five Korean community college students in a course designed topromote second language (L2) writing development. To provide an in-depth lookat this experience from the learner’s perspective, the author was “embedded” inthis writing course, taking on the role of participant-researcher. Through multiplereadings and coding of data from focus groups and students’ shared blogs, fiverelevant themes emerged from the students’ discourse: internalization;depersonalization; simplification; bonding; and approbation. From considerationof the students’ perspectives on their experiences in the writing class, suggestionsfor improving the experience of Korean and other L2 writing students areproposed, including use of relevant and accessible writing topics. Thecohesiveness established through the discussion activities in the current study mayhave benefited participants’ motivational and strategic adaptation, suggesting thatsuch sharing of experiences could be helpful for L2 writing students.
참고문헌 (46)
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