The Effects of Source Materials on L2 Writing Performance
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This article considers the question of how effective source materials can be in L2 academic writing development. Two types of writing tasks on four topics -a bare prompt and a multiple-paragraph read-to-write prompt- were administered from 17 EFL undergraduates across many disciplinary fields in Korea whose most recent TOEIC scores range from 730 to 990. Two read-to-write essays and two bare prompt essays were analyzed in terms of length, use of source ideas, and overall composition quality. The analysis of four essays indicates that the proficient writers scored significantly high on 4 tests, but there were no statistically significant differences across topic types. In the comparison of the proportion of source ideas from two reading-based essays, the proficient writers elicited sources slightly more than the less proficient writers, but there was no positive correlation between essay quality and the amount of sources that students included in both essays. Further, for 2 types of source-based writing tasks, no statistical differences between mean scores were seen across students. Meanwhile, writing proficiency in both groups of students was influenced by text length and the period studied abroad (in this case, applied only to the proficient writers). Possible directions for further research are discussed.
Abstract
This article considers the question of how effective source materials can be in L2 academic writing development. Two types of writing tasks on four topics -a bare prompt and a multiple-paragraph read-to-write prompt- were administered from 17 EFL undergraduates across many disciplinary fields in Korea whose most recent TOEIC scores range from 730 to 990. Two read-to-write essays and two bare prompt essays were analyzed in terms of length, use of source ideas, and overall composition quality. The analysis of four essays indicates that the proficient writers scored significantly high on 4 tests, but there were no statistically significant differences across topic types. In the comparison of the proportion of source ideas from two reading-based essays, the proficient writers elicited sources slightly more than the less proficient writers, but there was no positive correlation between essay quality and the amount of sources that students included in both essays. Further, for 2 types of source-based writing tasks, no statistical differences between mean scores were seen across students. Meanwhile, writing proficiency in both groups of students was influenced by text length and the period studied abroad (in this case, applied only to the proficient writers). Possible directions for further research are discussed.
참고문헌 (17)
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