Instructional Directions through Students’ Self-Assessment on Their Own Writing
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This study examined how the college students who took an English composition class assessedtheir own writing, based on what they have learned in the class, what changes they haveexperienced, and what writing areas need to be improved for the future instruction. 39 studentsparticipated in this study, and data were collected by conducting a survey with both closed andopen-ended questions. As results of the analysis, 66.7% of the students perceived themselves asnot a good English writer, and they provided the reasons. Interestingly, the most comment theyoffered was that their limited vocabulary led them to prevent from expressing themselves. Ingrammar, they were confident in using subject-verb agreement the most; in contrast, theypresented the least confidence in the use of articles. In terms of sentence levels, they showed theleast confidence in connecting sentence to sentence smoothly. In idea development, the studentsstill need more effective ways to develop a topic sentence and create supporting ideas, and theyfurther need to practice how to express their ideas in a logical way. The students also utilizeddiverse strategies when developing their ideas; especially, writing ideas in Korean was amedium to move on to the L2. In addition, multiple drafts helped them change their attitudes inwriting and elaborate writing with a topic sentence, supporting ideas, and a concluding sentence
Abstract
This study examined how the college students who took an English composition class assessedtheir own writing, based on what they have learned in the class, what changes they haveexperienced, and what writing areas need to be improved for the future instruction. 39 studentsparticipated in this study, and data were collected by conducting a survey with both closed andopen-ended questions. As results of the analysis, 66.7% of the students perceived themselves asnot a good English writer, and they provided the reasons. Interestingly, the most comment theyoffered was that their limited vocabulary led them to prevent from expressing themselves. Ingrammar, they were confident in using subject-verb agreement the most; in contrast, theypresented the least confidence in the use of articles. In terms of sentence levels, they showed theleast confidence in connecting sentence to sentence smoothly. In idea development, the studentsstill need more effective ways to develop a topic sentence and create supporting ideas, and theyfurther need to practice how to express their ideas in a logical way. The students also utilizeddiverse strategies when developing their ideas; especially, writing ideas in Korean was amedium to move on to the L2. In addition, multiple drafts helped them change their attitudes inwriting and elaborate writing with a topic sentence, supporting ideas, and a concluding sentence
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