A Study of Students' Reactions to Writing Activities in English Composition Classes
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The purpose of this study was to demonstrate what kinds of writing activities were performed and to investigate students’ reactions to writing activities done in English composition classes at a university. The main method of collecting data was by conducting surveys including closed and open-ended questions. Closed questions were analyzed quantitatively, and open-ended questions were qualitatively analyzed to see students’ insightful and deeper understanding of writing activities. From the data analysis, the study found three main categories: reactions to activities in the textbook; reactions to pair or group activities; and reactions to feedback. The study showed the students' positive responses to the writing activities that resulted in successful learning environments. Thus, it is suggested that the multiple activities utilized in this study are good models that writing teachers can apply in their future writing class.
Abstract
The purpose of this study was to demonstrate what kinds of writing activities were performed and to investigate students’ reactions to writing activities done in English composition classes at a university. The main method of collecting data was by conducting surveys including closed and open-ended questions. Closed questions were analyzed quantitatively, and open-ended questions were qualitatively analyzed to see students’ insightful and deeper understanding of writing activities. From the data analysis, the study found three main categories: reactions to activities in the textbook; reactions to pair or group activities; and reactions to feedback. The study showed the students' positive responses to the writing activities that resulted in successful learning environments. Thus, it is suggested that the multiple activities utilized in this study are good models that writing teachers can apply in their future writing class.
참고문헌 (45)
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