Enhancing English Writing Skills: Insights into Korean University Students‘ Attitudes and Practices
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This study aimed to examine the challenges students face in English writing, investigate their self-perception and motivation, evaluate their use of technology and learning resources, and identify their learning strategies. A total of 24 students majoring in English education participated, including 14 females and 10 males aged 19 to 22 years. Participants were selected based on their voluntary willingness to participate and were all enrolled in the researcher’s classes during the spring semester of 2024. Data were collected in the classroom using Google Forms. Out of the 40 survey questions, most employed a 4-point Likert scale(1 to 4), while the remainder were open-ended. Responses were recorded in Excel, where Likert scale items were analyzed for mean scores and standard deviations, and open-ended responses were subjected to content analysis. The study results showed that the most significant issue was differences in grammar structure, followed by differences in sentence order and cultural differences in writing style. Despite facing challenges, students reported enjoying writing and felt that their skills had improved. They also found technology to be useful in the writing process. However, most students reported that they only engage in writing practice when it is required for class assignments. Among the various methods for improving English writing skills, regular practice was identified as the most effective approach. Implications are also discussed.
Abstract
This study aimed to examine the challenges students face in English writing, investigate their self-perception and motivation, evaluate their use of technology and learning resources, and identify their learning strategies. A total of 24 students majoring in English education participated, including 14 females and 10 males aged 19 to 22 years. Participants were selected based on their voluntary willingness to participate and were all enrolled in the researcher’s classes during the spring semester of 2024. Data were collected in the classroom using Google Forms. Out of the 40 survey questions, most employed a 4-point Likert scale(1 to 4), while the remainder were open-ended. Responses were recorded in Excel, where Likert scale items were analyzed for mean scores and standard deviations, and open-ended responses were subjected to content analysis. The study results showed that the most significant issue was differences in grammar structure, followed by differences in sentence order and cultural differences in writing style. Despite facing challenges, students reported enjoying writing and felt that their skills had improved. They also found technology to be useful in the writing process. However, most students reported that they only engage in writing practice when it is required for class assignments. Among the various methods for improving English writing skills, regular practice was identified as the most effective approach. Implications are also discussed.
참고문헌 (44)
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