협력 쓰기 활동을 통한 장르중심쓰기지도가 고등학생의 영어쓰기능력 및 정의적 태도에 미치는 영향
The effects of the genre-based writing instruction through collaborative writing on high school students’ writing performance and learning attitudes
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This study explores the effects of the genre-based writing instruction on high schoolstudents’ genre writing performance and learning attitudes. For this purpose, 90 first-yearhigh school students; participated in the study. Two experimental groups worked on thecollaborative writing activities in pairs or small groups respectively at the jointconstruction stage while a control group did not. The results of this study indicate that theoverall process of the genre-based writing instruction is an effective way to help improvestudents’ writings skills. Two experimental groups showed significant improvement in theaspect of task completion and content. The analysis of the dialogues during collaborativewriting demonstrates that the small groups tended to produce more interactions in theprocess of writing than the pairs, focusing mostly on the content and language use. Finally, the overall process of the genre-based writing instruction seems to contribute toraising the students’ interest, motivation, and confidence toward learning and writingEnglish. The genre-based writing instruction through collaborative writing may helpimprove the high school students’ English writing abilities and the learning attitudes inpositive ways. The results from this study can provide English teachers with a step-bystepand explicit way to teach writing in English classrooms. Besides, includingcollaborative writing activity at the joint construction stage, the teacher will be able topromote the peers’ scaffolding as well as the teacher’s assistance if needed.
Abstract
This study explores the effects of the genre-based writing instruction on high schoolstudents’ genre writing performance and learning attitudes. For this purpose, 90 first-yearhigh school students; participated in the study. Two experimental groups worked on thecollaborative writing activities in pairs or small groups respectively at the jointconstruction stage while a control group did not. The results of this study indicate that theoverall process of the genre-based writing instruction is an effective way to help improvestudents’ writings skills. Two experimental groups showed significant improvement in theaspect of task completion and content. The analysis of the dialogues during collaborativewriting demonstrates that the small groups tended to produce more interactions in theprocess of writing than the pairs, focusing mostly on the content and language use. Finally, the overall process of the genre-based writing instruction seems to contribute toraising the students’ interest, motivation, and confidence toward learning and writingEnglish. The genre-based writing instruction through collaborative writing may helpimprove the high school students’ English writing abilities and the learning attitudes inpositive ways. The results from this study can provide English teachers with a step-bystepand explicit way to teach writing in English classrooms. Besides, includingcollaborative writing activity at the joint construction stage, the teacher will be able topromote the peers’ scaffolding as well as the teacher’s assistance if needed.
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