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Changes in EFL Students’ Perceptions and Approaches to Writing in a Process-Oriented Writing Class

김혜영
현대영어교육학회 (The Modern English Education Society)|2016.02|현대영어교육 (Modern English Education)|제17권 제1호|pp. 49-67

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참고문헌

키워드

writing instruction쓰기 수업과정 중심 접근법TEFLprocess-oriented approach외국어로서의 영어교육

초록

Exploring how a process-oriented approach can be adopted within the English as a foreign language curriculum, this present study examines the impact of process-oriented approach to writing on EFL students’ learning of writing in English. In particular, this qualitative case study delineates the extent to which fifty-seven students change their perceptions of writing and the writing process while participating in a one semester process-oriented English language writing class at a university in Korea. Data was collected through weekly reflective journals, informal interviews and writing portfolios. The process of data analysis was informed by interpretive analysis. Findings show that the process-oriented approach fostered a fuller and more sophisticated understanding of writing. Students were able to develop a sense of audience, an appreciation for feedback, and confidence as an EFL writer. These findings also show that application of new writing approach brought some sites for negotiation between the teacher and students, and call attention to the importance of the sharing of expectations and goals between students and teachers in the course of adopting a process-oriented writing approach.

Abstract

Exploring how a process-oriented approach can be adopted within the English as a foreign language curriculum, this present study examines the impact of process-oriented approach to writing on EFL students’ learning of writing in English. In particular, this qualitative case study delineates the extent to which fifty-seven students change their perceptions of writing and the writing process while participating in a one semester process-oriented English language writing class at a university in Korea. Data was collected through weekly reflective journals, informal interviews and writing portfolios. The process of data analysis was informed by interpretive analysis. Findings show that the process-oriented approach fostered a fuller and more sophisticated understanding of writing. Students were able to develop a sense of audience, an appreciation for feedback, and confidence as an EFL writer. These findings also show that application of new writing approach brought some sites for negotiation between the teacher and students, and call attention to the importance of the sharing of expectations and goals between students and teachers in the course of adopting a process-oriented writing approach.

참고문헌 (47)

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관련 논문AI추천

New Pedagogy, Old Practice: Process-Oriented Writing Class Adoption in EFL김혜영언어과학회 · 언어과학연구2019 · 제88호Effects of Process-oriented Instruction on Korean EFL Students’ Writing at Different Levels of Proficiency류미림, Abdulla Ziyadullayev팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제4호A Case Study of the Effects and Perceptions ofTeacher Feedback on Korean University Students’ Writing in a Process-oriented Approach김향일대한영어영문학회 · 영어영문학연구2014 · 제56권 제4호Benefits of the Process Approach in L2 Writing: From the Prospective Teachers’ Perspectives박정연언어과학회 · 언어과학연구2017 · 제82호과정중심 영작문 수업이 영어 쓰기 능력에 미치는 영향김애주대한영어영문학회 · 영어영문학연구2013 · 제55권 제3호Explicit Observation of EFL Writing Process최영주21세기영어영문학회 · 영어영문학212011 · 제24권 제1호

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