쓰기에 영향을 미치는 요인에 대한 중학생의 인식
Middle School Students’ Perception of Factors that Influence Writing
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The purpose of this study is to research the perception of middle school student in relation with factors that influence writing. For this study, it selected 20 factors that influence writing according to study method and middle school student level. It used a questionnaire made through an analysis of writing process models, a consideration of previous studies, expert consultation, and a pilot test. The questionnaire focused on importance and performance. The results of this study are summarized as follows. First, there was a gap in middle school students & perceptions between the degree of importance and degree of performance in regards to factors that influence writing. Second, the results of the importance-performance Matrix was that almost all of the factors were positioned in the first quadrant. Among the factors we focused on, we looked at ‘overview again’, ‘advice’, ‘conference’, ‘self- affirmation’ and ‘self-compensation’. In particular, it focused on ‘advice’ and ‘feedback’ to teachers and researchers who designed lectures and study plans based on a correction method of teaching and feedback commentary. Third, in analyzing the importance-performance Matrix, the male group correlated with ‘conference’ and the female group correlated with ‘self- affirmation’ to a high degree. Fourth, the low group featured the factors of ‘self-awareness’, ‘time’ and ‘understanding the writing task’. The study showed that factors such as ‘time’ and ‘understanding the task’ have to be considered in teaching students who do not have confidence.
Abstract
The purpose of this study is to research the perception of middle school student in relation with factors that influence writing. For this study, it selected 20 factors that influence writing according to study method and middle school student level. It used a questionnaire made through an analysis of writing process models, a consideration of previous studies, expert consultation, and a pilot test. The questionnaire focused on importance and performance. The results of this study are summarized as follows. First, there was a gap in middle school students & perceptions between the degree of importance and degree of performance in regards to factors that influence writing. Second, the results of the importance-performance Matrix was that almost all of the factors were positioned in the first quadrant. Among the factors we focused on, we looked at ‘overview again’, ‘advice’, ‘conference’, ‘self- affirmation’ and ‘self-compensation’. In particular, it focused on ‘advice’ and ‘feedback’ to teachers and researchers who designed lectures and study plans based on a correction method of teaching and feedback commentary. Third, in analyzing the importance-performance Matrix, the male group correlated with ‘conference’ and the female group correlated with ‘self- affirmation’ to a high degree. Fourth, the low group featured the factors of ‘self-awareness’, ‘time’ and ‘understanding the writing task’. The study showed that factors such as ‘time’ and ‘understanding the task’ have to be considered in teaching students who do not have confidence.
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