장르글쓰기 활동이 대학생의 영어 쓰기와 학업효능감에 미치는 영향
The Effects of Genre-Based Writing on College Students’ Writing Performance and Academic Efficacy
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The purpose of this article is to look into the effects of genre writing on college students’ writing performance and academic efficacy. For this study, 30 college students were chosen as the participants and given five genre writing instructions for 10 weeks. In order to measure the students’ writing, pre- and post-writings were performed before and after the treatment. In addition, questionnaires, oral interviews and writing journals were conducted for data collection. In evaluating students’ writing products, physical structure analysis and topical structure were employed in this study. The following results have been obtained. First, this study showed that there was great improvement in students’ writing; in topical structure analysis, the number of T-unit subjects decreased, and the number of T-units per subject increased. This implies that genre writing practices had a positive effect on improving students’ writing proficiency. Second, there were meaningful changes in academic efficacy through genre writing, as shown in questionnaires and interviews. Genre writing has contributed to raising the students’ task difficulty preference, self-regulatory efficacy and self-confidence toward academics.
Abstract
The purpose of this article is to look into the effects of genre writing on college students’ writing performance and academic efficacy. For this study, 30 college students were chosen as the participants and given five genre writing instructions for 10 weeks. In order to measure the students’ writing, pre- and post-writings were performed before and after the treatment. In addition, questionnaires, oral interviews and writing journals were conducted for data collection. In evaluating students’ writing products, physical structure analysis and topical structure were employed in this study. The following results have been obtained. First, this study showed that there was great improvement in students’ writing; in topical structure analysis, the number of T-unit subjects decreased, and the number of T-units per subject increased. This implies that genre writing practices had a positive effect on improving students’ writing proficiency. Second, there were meaningful changes in academic efficacy through genre writing, as shown in questionnaires and interviews. Genre writing has contributed to raising the students’ task difficulty preference, self-regulatory efficacy and self-confidence toward academics.
참고문헌 (43)
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