The Juku Online Writing System as an Interactive College English Writing Instructional Tool in China
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the effects of the Juku online writing system as an interactive writing tool. A process-genre approach was implemented with this tool to cultivate college students’ English writing ability, one of the key competences in English currently promoted in China. Seventy-seven non-English major undergraduates at a comprehensive four-year university in Jilin Province were surveyed on their writing experiences in English class during a period of 12 weeks of writing practice. Descriptive statistics and t-tests by means of SPSS were used to analyze both surveys by students of their writing experiences as well as the effects of the Juku approach, and students’ improvement in essay writing. The results showed that compared with a traditional product-based writing instruction approach, the Juku system’s diversified evaluation, and interactive teaching instruction aroused students’ enthusiasm for learning and self-confidence in writing and helped students develop good writing habits as well. Moreover, analysis of students’ writing performance showed significant improvements in students’ writing scores from the pre-test to the post-test. Students’ improvements with respect to lexical variables, syntactic variables and discourse variables were also indicated. Based on these findings, educational implications for the promotion of writing instruction are presented at the end of the paper.
Abstract
The purpose of this study is to investigate the effects of the Juku online writing system as an interactive writing tool. A process-genre approach was implemented with this tool to cultivate college students’ English writing ability, one of the key competences in English currently promoted in China. Seventy-seven non-English major undergraduates at a comprehensive four-year university in Jilin Province were surveyed on their writing experiences in English class during a period of 12 weeks of writing practice. Descriptive statistics and t-tests by means of SPSS were used to analyze both surveys by students of their writing experiences as well as the effects of the Juku approach, and students’ improvement in essay writing. The results showed that compared with a traditional product-based writing instruction approach, the Juku system’s diversified evaluation, and interactive teaching instruction aroused students’ enthusiasm for learning and self-confidence in writing and helped students develop good writing habits as well. Moreover, analysis of students’ writing performance showed significant improvements in students’ writing scores from the pre-test to the post-test. Students’ improvements with respect to lexical variables, syntactic variables and discourse variables were also indicated. Based on these findings, educational implications for the promotion of writing instruction are presented at the end of the paper.
참고문헌 (23)
- Badger, R., "A process-genre approach to teaching writing", ELT Journal, 54(2), pp.153~160 (2000)[DOI]
- Cai, Y. N, "An experimental study of the effect of application of cooperative learning theory on process-genre writing approach in college English", master’s, pp.2009
- Cheng, X. T., "On students’ key competences in English as a foreign language curriculum", Teaching Material and Method, 36(5), pp.79~86 (2016)[DOI]
- Chinese Ministry of Education, "General English curriculum standards in China" (2017), Beijing Normal University Publishing Group
- Gu, C. H., "An empirical study on college English writing teaching based on Juku correcting network", Journal of Yangzhou University(Higher Educational Study Edition), 16(4), pp.92~96 (2012)[DOI]
- Han, J. L, "English writing teaching: A process-genre approach", Foreign Language, 4, pp.35~40 (2001)
- Jiao, S. H., "Research and practice on flipped classroom for higher vocational English writing based on Juku correcting network", Journal of Wuhan Polytechnic, 15(4), pp.76~78 (2016)
- 김선영, "The Impact of Explicit Writing Instruction Based on Process-Genre Approach on High School Students’ Writing", Studies in English Education, 21(4), pp.1~33 (2016), 글로벌영어교육학회
- 이수진, "형식주의 작문이론의 교육적 재검토", 작문연구, (11), pp.167~199 (2010), 한국작문학회
- Li, F. P., "A study on dynamic teaching mode in college English writing based on process approach", Journal of Higher Education, 15, pp.52~53 (2015)
- Liu, D. P., "A survey study on secondary school students’ key competences in English in China", The Asian EFL Journal, 20(12), pp.108~130 (2018)
- Liu, D. P., "Student and teacher attitudes about competence-based instruction in secondary English classes in China", International Journal of Education and Social Science, 6(2), pp.28~34 (2019)
- Ministry of Education, "College English teaching guidelines" (2020), Shanghai Foreign Language Education Press
- Shi, F. F, "A study on application of the process-genre approach in teaching of college English writing", master’s, pp.2015
- Wang, M. Y, "A study on the effect of process-genre approach on college English writing self-efficacy", master’s, pp.2019
- Wu, L. L., "The differences of writing strategies employed by GLL and ULL of college non-English majors", Journal of Hunan University(Social Sciences), 19(3), pp.96~100 (2005)
- Xu, F., "Teaching and researching English writing" (2012), Foreign Language Teaching and Research Press
- 양현진, "비평적 에세이 쓰기를 통한 대학생 글쓰기 교육 연구", 한국문예창작, 14(1), pp.135~169 (2015), 한국문예창작학회
- Yang, S. X., "A study on the use of writing strategies by successful and unsuccessful writers", Foreign Language World, 3, pp.57~64 (2002)
- Yao, X. H., "The impact of the product-approach and process-genre approach on students’ writing strategies and writing competence", Foreign Languages and Their Teaching, 252(3), pp.30~34 (2010)[DOI]
- Yu, F, "A study on product-based approach, process-based approach and content-based approach in writing teaching", Foreign Languages, 3, pp.38~40 (1996)
- Zhang, S, "An application study on process-genre approach in teaching English writing for non-English majors", master’s, pp.2013
- Zhang, X. F., "Promote the teaching of writing in college English with lexical chunk-centered method", Journal of Yangzhou University(Higher Education Study Edition), 13(3), pp.90~92 (2009)[DOI]