Differences between Graduates’ and Undergraduates’ Perceptions on Writing Center: Focusing on Korean Learners of English
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This study aims to compare and contrast how Korean graduate and undergraduate students differ in their perceptions on English writing centers. Although writing centers are widely and extensively used in the United States, its history is quite short in an English as a foreign language (EFL) context. In a Korean university that recently launched an English writing center, this study conducted semi-structured interviews with four participants of both undergraduate and graduate students to see whether there is any difference in their expectations from the writing center as well as their general perceptions on it. A thematic analysis of the interview data reveals that there exist several key differences between these two groups, although both of them had never experienced the writing center before: graduate students have more specific goals than the undergraduates; they prefer grammar feedback with mitigation while the undergraduates prefer content feedback; and finally undergraduates are more likely to consider it as their privilege to use the writing center. These differences suggest that a writing center should target these two groups with different goals by satisfying what they need in particular.
Abstract
This study aims to compare and contrast how Korean graduate and undergraduate students differ in their perceptions on English writing centers. Although writing centers are widely and extensively used in the United States, its history is quite short in an English as a foreign language (EFL) context. In a Korean university that recently launched an English writing center, this study conducted semi-structured interviews with four participants of both undergraduate and graduate students to see whether there is any difference in their expectations from the writing center as well as their general perceptions on it. A thematic analysis of the interview data reveals that there exist several key differences between these two groups, although both of them had never experienced the writing center before: graduate students have more specific goals than the undergraduates; they prefer grammar feedback with mitigation while the undergraduates prefer content feedback; and finally undergraduates are more likely to consider it as their privilege to use the writing center. These differences suggest that a writing center should target these two groups with different goals by satisfying what they need in particular.
참고문헌 (25)
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