The Effects of Graphic Organizers in L2 Writing Instruction: A Case Study of an L2 Writing Instructor
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This article describes a case study that investigated the effects of using graphic organizers to enhance L2 writing ability. The results of the interview with an L2 writing instructor were used as the main sources for data analysis in the study. During the interview, the instructor was asked 12 questions which were categorized into three sections: the instructor’s own definition of graphic organizers, instructional practices and applications of graphic organizers in writing instruction, and the instructor’s perceptions on the effects of using graphic organizer as a writing strategy. The interview data demonstrated that graphic organizers can be a potential vehicle for L2 learners to enhance writing ability but proper instruction should carefully link to learners’ proficiency level. Furthermore, learners also need to be cognizant of the purpose of a writing task, the requirements inherent in the task, and the criteria by which their written products are evaluated while employing a variety of graphic organizers. It is suggested that learners need to have an opportunity to use graphic organizers as a strategy to stimulate L2 writing which may contribute to cultivating learners’ thinking and generating ideas for a given task.
Abstract
This article describes a case study that investigated the effects of using graphic organizers to enhance L2 writing ability. The results of the interview with an L2 writing instructor were used as the main sources for data analysis in the study. During the interview, the instructor was asked 12 questions which were categorized into three sections: the instructor’s own definition of graphic organizers, instructional practices and applications of graphic organizers in writing instruction, and the instructor’s perceptions on the effects of using graphic organizer as a writing strategy. The interview data demonstrated that graphic organizers can be a potential vehicle for L2 learners to enhance writing ability but proper instruction should carefully link to learners’ proficiency level. Furthermore, learners also need to be cognizant of the purpose of a writing task, the requirements inherent in the task, and the criteria by which their written products are evaluated while employing a variety of graphic organizers. It is suggested that learners need to have an opportunity to use graphic organizers as a strategy to stimulate L2 writing which may contribute to cultivating learners’ thinking and generating ideas for a given task.
참고문헌 (14)
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