New Pedagogy, Old Practice: Process-Oriented Writing Class Adoption in EFL
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This study investigates how a process-oriented writing approach is perceived, implemented, and mediated in a university writing class in English as a foreign language (EFL) contexts. The data was collected in an undergraduate writing class at a university in Korea through class observation, interviews;, weekly reflective journals and student writings. Informed by interpretive analysis, he study identifies unique challenges to implementing a new writing pedagogy and illuminates successful strategies for overcoming challenges and developing more effective writing approach in EFL. Findings show how historically accumulated writing experience and automatic operation lead to contradictions in adopting new pedagogy. This study delineates how different mediating tools could develop new types of short-lived, goal- directed, habitual actions and in turn, will shape and transform a new conception of writing.
Abstract
This study investigates how a process-oriented writing approach is perceived, implemented, and mediated in a university writing class in English as a foreign language (EFL) contexts. The data was collected in an undergraduate writing class at a university in Korea through class observation, interviews;, weekly reflective journals and student writings. Informed by interpretive analysis, he study identifies unique challenges to implementing a new writing pedagogy and illuminates successful strategies for overcoming challenges and developing more effective writing approach in EFL. Findings show how historically accumulated writing experience and automatic operation lead to contradictions in adopting new pedagogy. This study delineates how different mediating tools could develop new types of short-lived, goal- directed, habitual actions and in turn, will shape and transform a new conception of writing.
참고문헌 (31)
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