Online Course Development for Email Writing Using a Genre-Based Approach and Scaffolding Strategy
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초록
This study explores the potential of an email writing lecture designed for an online writing community. Data were collected from 103 undergraduate students who enrolled in the English Writing Composition course at a cyber university in Korea during the second semester of 2016. The main writing activity included three email writings incorporating the function of requesting, based primarily on the genre approach. The effectiveness of the genre-based instruction on the online-based lecture was analyzed using the criteria of task fulfillment and appropriacy (TFA), cohesion and organization (C&O), and grammatical control (GC). In addition, this email writing course required students to participate in a survey activity designed to improve their genre awareness, including the purpose, the reader’s awareness, and the degree of formality in a range of writing contexts. The target students were also involved in the particular activity of an online discussion board to share their email writing experiences, such as difficulties encountered (in both text and context levels) and practical solutions when writing emails in English. The systematic code content analysis of 187 postings including entries and comments on the online discussion board was conducted. The effectiveness of the college-level online email writing class including online tools is highlighted in line with the perspectives of socio-constructivism and the scaffolding approach, which can be successfully applied via genre-based writing instruction.
Abstract
This study explores the potential of an email writing lecture designed for an online writing community. Data were collected from 103 undergraduate students who enrolled in the English Writing Composition course at a cyber university in Korea during the second semester of 2016. The main writing activity included three email writings incorporating the function of requesting, based primarily on the genre approach. The effectiveness of the genre-based instruction on the online-based lecture was analyzed using the criteria of task fulfillment and appropriacy (TFA), cohesion and organization (C&O), and grammatical control (GC). In addition, this email writing course required students to participate in a survey activity designed to improve their genre awareness, including the purpose, the reader’s awareness, and the degree of formality in a range of writing contexts. The target students were also involved in the particular activity of an online discussion board to share their email writing experiences, such as difficulties encountered (in both text and context levels) and practical solutions when writing emails in English. The systematic code content analysis of 187 postings including entries and comments on the online discussion board was conducted. The effectiveness of the college-level online email writing class including online tools is highlighted in line with the perspectives of socio-constructivism and the scaffolding approach, which can be successfully applied via genre-based writing instruction.
참고문헌 (33)
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