Stance and Engagement in Korean Secondary EFL Students’ NEAT Writing
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The present study explored the use of stance and engagement by Korean secondary EFL students in practice writing for the National English Ability Test (NEAT). The research questions that guide this study are: (1) how do they use stance and engagement in their writing? (2) Does the use of stance and engagement differ according to gender, academic level (middle vs. high school) or major academic branch (liberal arts vs. science)? Two hundred and sixteen NEAT practice compositions written by middle and high school students constitute the corpus of the study. These essays were analyzed based on Hyland’s (2005b) model of stance and engagement by employing Antconc 3.2.3. Post-interviews were also conducted in order to reveal the rationale behind the participants’ use of metadiscourse features. The results indicate that Korean secondary EFL students used more stance and engagement features than both native English speaking academic writers and Korean advanced EFL writers. There were no significant differences according to gender. Regarding academic level,self-mentions and reader pronouns were used to a significantly higher degree by middle school students than by high school students. For major academic branch,hedges were used more by science majors, while directives were used more by liberal arts majors.
Abstract
The present study explored the use of stance and engagement by Korean secondary EFL students in practice writing for the National English Ability Test (NEAT). The research questions that guide this study are: (1) how do they use stance and engagement in their writing? (2) Does the use of stance and engagement differ according to gender, academic level (middle vs. high school) or major academic branch (liberal arts vs. science)? Two hundred and sixteen NEAT practice compositions written by middle and high school students constitute the corpus of the study. These essays were analyzed based on Hyland’s (2005b) model of stance and engagement by employing Antconc 3.2.3. Post-interviews were also conducted in order to reveal the rationale behind the participants’ use of metadiscourse features. The results indicate that Korean secondary EFL students used more stance and engagement features than both native English speaking academic writers and Korean advanced EFL writers. There were no significant differences according to gender. Regarding academic level,self-mentions and reader pronouns were used to a significantly higher degree by middle school students than by high school students. For major academic branch,hedges were used more by science majors, while directives were used more by liberal arts majors.
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