Teaching EFL college writing: Grammatically-correctness-free-setting
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The purpose of this study is to explore the experiences of EFL college students by providing a writing environment with a ‘grammatically- correctness-free-setting’ in the beginning stage of the writing process. The participants in this study comprise college students who enrolled in an English composition class in a university setting during the fall of 2009. The 31 students participated in this study. The participants in this study indicated that they perceived a non-threatening or little obsession with grammar correctness during the first two stages of the writing process which gave them freedom to write in English. Moreover, providing a non-threatening EFL writing class in the beginning stage of the writing process has potential to provide opportunities for college students to experience positive involvement in their writing, encouraging them to continue writing in English. The data analysis suggests that the increased freedom to use English writing skills may spring from providing two conditions in the classroom environment: (a) clear writing process instruction; and (b) a ‘grammatically-correctness-free-setting’ in the beginning writing stages. Further research are recommended.
Abstract
The purpose of this study is to explore the experiences of EFL college students by providing a writing environment with a ‘grammatically- correctness-free-setting’ in the beginning stage of the writing process. The participants in this study comprise college students who enrolled in an English composition class in a university setting during the fall of 2009. The 31 students participated in this study. The participants in this study indicated that they perceived a non-threatening or little obsession with grammar correctness during the first two stages of the writing process which gave them freedom to write in English. Moreover, providing a non-threatening EFL writing class in the beginning stage of the writing process has potential to provide opportunities for college students to experience positive involvement in their writing, encouraging them to continue writing in English. The data analysis suggests that the increased freedom to use English writing skills may spring from providing two conditions in the classroom environment: (a) clear writing process instruction; and (b) a ‘grammatically-correctness-free-setting’ in the beginning writing stages. Further research are recommended.
참고문헌 (12)
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