한국어 또는 영어 작문계획서가 영작문 향상에 미치는 영향
The Effect of Korean or English Writing Prompt on College Narrative English Writing
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This study aims to examine the effect of Korean prompts or English prompts on college students' narrative writing and their attitudes. The participants were 29 Korean university students enrolled in an English class and they wrote four essays during the semester, among which the first and last essays were analyzed for the study. The students' attitudes toward Korean and English prompts were surveyed through a questionnaire. The first and final writings were measured holistically, analytically, and quantitatively in order to examine whether the participants' writing quality had been improved. Statistically, no differences were found between Korean prompt' and English prompt' students in the holistic measurement and in all dimensions of analytic measurement except coherence. For syntactic complexity, differences were found among the English prompt' students in the number of sentences, the number of T-units, and T-unit complexity ratio while Korean prompt' students improved in the number of words. However, the results of the questionnaire were not very different between the Korean prompt' and the English prompt’ students. In conclusion, the present study suggests more effective ways to utilize both Korean and English prompts according to students' language preference and proficiency in the pre- writing phases in order to improve students' writings in L2 context
Abstract
This study aims to examine the effect of Korean prompts or English prompts on college students' narrative writing and their attitudes. The participants were 29 Korean university students enrolled in an English class and they wrote four essays during the semester, among which the first and last essays were analyzed for the study. The students' attitudes toward Korean and English prompts were surveyed through a questionnaire. The first and final writings were measured holistically, analytically, and quantitatively in order to examine whether the participants' writing quality had been improved. Statistically, no differences were found between Korean prompt' and English prompt' students in the holistic measurement and in all dimensions of analytic measurement except coherence. For syntactic complexity, differences were found among the English prompt' students in the number of sentences, the number of T-units, and T-unit complexity ratio while Korean prompt' students improved in the number of words. However, the results of the questionnaire were not very different between the Korean prompt' and the English prompt’ students. In conclusion, the present study suggests more effective ways to utilize both Korean and English prompts according to students' language preference and proficiency in the pre- writing phases in order to improve students' writings in L2 context
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