한국 대학생의 영어 글쓰기 능력과 글쓰기 전략의 관계에 대한 연구
The Relationship Between English Writing Performance and Writing Strategy Use of Tertiary Students in Korea
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This study investigates the relationship between English writing performance and writing strategy use by college-level EFL students in Korea. The data of English writing scores and writing strategy questionnaire were collected from 40 EFL students taking English writing course in a university in Kyungnam area. The result of overall strategy use showed that cognitive strategy is the most frequently used strategy. Specifically, revision strategy is the most frequently used among other cognitive strategies. Moreover, English writing scores and writing strategy use are positively correlated. The result of stepwise multiple regression analysis indicates that two of cognitive strategies including revision and resourcing strategies have the most ability to predict English writing score among seven strategies. Therefore, it is suggested that teachers need to provide feedback to EFL writers in order to encourage them to participate actively in self-editing and revision in the writing process. Additionally, EFL writers need to be more aware of using alternative strategies to address their linguistic or lexical difficulties, rather than overly relying on using resources while performing L2 writing tasks.
Abstract
This study investigates the relationship between English writing performance and writing strategy use by college-level EFL students in Korea. The data of English writing scores and writing strategy questionnaire were collected from 40 EFL students taking English writing course in a university in Kyungnam area. The result of overall strategy use showed that cognitive strategy is the most frequently used strategy. Specifically, revision strategy is the most frequently used among other cognitive strategies. Moreover, English writing scores and writing strategy use are positively correlated. The result of stepwise multiple regression analysis indicates that two of cognitive strategies including revision and resourcing strategies have the most ability to predict English writing score among seven strategies. Therefore, it is suggested that teachers need to provide feedback to EFL writers in order to encourage them to participate actively in self-editing and revision in the writing process. Additionally, EFL writers need to be more aware of using alternative strategies to address their linguistic or lexical difficulties, rather than overly relying on using resources while performing L2 writing tasks.
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