Writing Sub-Proceses in an EFL Writing Class Students Perceptions and Preferences about Editing
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Recent emphasis in the curriculum of English as a foreign language (EFL) has been focused on reading, speaking and listening, due to such skills producing immediate merit in EFL academic and professional environments. However, writing is an important skill and art that deserves attention and investigation in an effort to assist EFL learners to write more efficiently and effectively in English. Two writing sub-processes that have not been thoroughly investigated in terms of students’ interest and self-assessing efficacy are those of writing then editing (WTE) and editing while writing (EWW). This study analyzes two writing sub-processes from the perspectives of 20 South Korean first-year EFL university students enrolled and majoring in English undergraduate degrees, at a South Korean university. The purpose of this study is to offer an insight into one aspect of EFL writing, by aiming to address (1) the differences between the writing sub-processes of WTE and EWW from EFL students’ perspectives, (2) which writing sub-process of the two do students prefer, and (3) what students see as the main advantages of their preferred writing sub-process. The research results indicated that the answers to all three of the research purposes questions overlap and directly relate to one another. The results of the study also revealed that students’ viewpoints varied, although some commonalities also existed among various students. Study implications, limitations, and further research are provided in the conclusion.
Abstract
Recent emphasis in the curriculum of English as a foreign language (EFL) has been focused on reading, speaking and listening, due to such skills producing immediate merit in EFL academic and professional environments. However, writing is an important skill and art that deserves attention and investigation in an effort to assist EFL learners to write more efficiently and effectively in English. Two writing sub-processes that have not been thoroughly investigated in terms of students’ interest and self-assessing efficacy are those of writing then editing (WTE) and editing while writing (EWW). This study analyzes two writing sub-processes from the perspectives of 20 South Korean first-year EFL university students enrolled and majoring in English undergraduate degrees, at a South Korean university. The purpose of this study is to offer an insight into one aspect of EFL writing, by aiming to address (1) the differences between the writing sub-processes of WTE and EWW from EFL students’ perspectives, (2) which writing sub-process of the two do students prefer, and (3) what students see as the main advantages of their preferred writing sub-process. The research results indicated that the answers to all three of the research purposes questions overlap and directly relate to one another. The results of the study also revealed that students’ viewpoints varied, although some commonalities also existed among various students. Study implications, limitations, and further research are provided in the conclusion.
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