The Impact of Study-abroad Experience on Korean University Students’ English Writing Strategies
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Drawing on Engeström’s Activity Theory, this study explores the impact of study-abroad experience on Korean university students’ English writing strategies. Ten Korean university students learning English as a second language (L2) participated in the present study. They each wrote five English essays and one personal narrative. Their thoughts, experiences, and L2 writing strategies were collected by a variety of channels such as questionnaires, interviews, process logs, stimulated recalls, and personal narratives. The results indicated that study-abroad experience affects the L2 writing strategies of Korean university students in various ways: Internet-mediated strategy, native language (L1)-mediated strategy, and second language (L2)-mediated strategy. Thinking in English and English immersion programs are discussed and suggested as effective methods that could help Korean university students improve their L2 writing skills.
Abstract
Drawing on Engeström’s Activity Theory, this study explores the impact of study-abroad experience on Korean university students’ English writing strategies. Ten Korean university students learning English as a second language (L2) participated in the present study. They each wrote five English essays and one personal narrative. Their thoughts, experiences, and L2 writing strategies were collected by a variety of channels such as questionnaires, interviews, process logs, stimulated recalls, and personal narratives. The results indicated that study-abroad experience affects the L2 writing strategies of Korean university students in various ways: Internet-mediated strategy, native language (L1)-mediated strategy, and second language (L2)-mediated strategy. Thinking in English and English immersion programs are discussed and suggested as effective methods that could help Korean university students improve their L2 writing skills.
참고문헌 (47)
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