The Korean College Students’ Use of Writing Strategies Based on Self-Regulation
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초록
This study aims to investigate the extent of Korean college students' self-regulation, explore the kinds of writing strategies they use, and examine whether there is a correlation between the extent of self-regulation and self-identified use of writing strategies. Thirty-four students responded to the self-regulation (Brown, 1998) and writing strategy questionnaires (Petric & Czarl, 2003) with the three stages such as before-writing, while-writing, and when-revising. For analyses of the two questionnaires, this study followed the standard provided by the inventory itself. The results of the self-regulation questionnaire revealed that in this study, Korean college students showed low or moderate levels of self-regulation. With regards to the self-ide tified use of writing strategies, they showed an extremely frequent use of the strategies while-writing (M= 3.64, SD= .60). This study did not find a correlation between the extent of self-regulation and the use of strategies in writing process. Based on these results, this study suggests that teachers should encourage their students to increase their self-regulation during writing tasks and also help them to adopt the habit of incorporating self-regulation tactics into their writing strategies.
Abstract
This study aims to investigate the extent of Korean college students' self-regulation, explore the kinds of writing strategies they use, and examine whether there is a correlation between the extent of self-regulation and self-identified use of writing strategies. Thirty-four students responded to the self-regulation (Brown, 1998) and writing strategy questionnaires (Petric & Czarl, 2003) with the three stages such as before-writing, while-writing, and when-revising. For analyses of the two questionnaires, this study followed the standard provided by the inventory itself. The results of the self-regulation questionnaire revealed that in this study, Korean college students showed low or moderate levels of self-regulation. With regards to the self-ide tified use of writing strategies, they showed an extremely frequent use of the strategies while-writing (M= 3.64, SD= .60). This study did not find a correlation between the extent of self-regulation and the use of strategies in writing process. Based on these results, this study suggests that teachers should encourage their students to increase their self-regulation during writing tasks and also help them to adopt the habit of incorporating self-regulation tactics into their writing strategies.
참고문헌 (30)
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