과정중심 영작문 수업이 영어 쓰기 능력에 미치는 영향
The Effects of Process-Oriented English Composition Instruction on English Writing Performance
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초록
This study was designed to investigate the effects of the English composition instruction based on the process-oriented approach on improving English writing performance. A total of 35 college students in this study was administered questionnaires concerning the use of English writing strategies and peer feedback. Each student completed the whole class of the semester and essay writings before and after the semester. The results showed that the students used more strategies for the post writing than the pre writing. More students reported that they felt peer feedback was useful in the second survey. It was found that there was some evidence of a relationship between the process-oriented writing instruction and the students’ English writing performance. Fluency and grammatical accuracy of the writings proved to be significantly improved, while no statistical difference in the syntactic complexity appeared. Fluency, syntactic complexity, and grammatical accuracy were identified to be the indications of the improvement of English writing performance. The findings in this study will advance our understanding of EFL writing performance and assessments and contribute to broader examination of how EFL students engage in revision of their writing in diverse contexts.
Abstract
This study was designed to investigate the effects of the English composition instruction based on the process-oriented approach on improving English writing performance. A total of 35 college students in this study was administered questionnaires concerning the use of English writing strategies and peer feedback. Each student completed the whole class of the semester and essay writings before and after the semester. The results showed that the students used more strategies for the post writing than the pre writing. More students reported that they felt peer feedback was useful in the second survey. It was found that there was some evidence of a relationship between the process-oriented writing instruction and the students’ English writing performance. Fluency and grammatical accuracy of the writings proved to be significantly improved, while no statistical difference in the syntactic complexity appeared. Fluency, syntactic complexity, and grammatical accuracy were identified to be the indications of the improvement of English writing performance. The findings in this study will advance our understanding of EFL writing performance and assessments and contribute to broader examination of how EFL students engage in revision of their writing in diverse contexts.
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