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Korean EFL Learners’ Strategy Use During Writing With Dictionary Aid

표혜원
현대영어교육학회 (The Modern English Education Society)|2018.11|현대영어교육 (Modern English Education)|제19권 제4호|pp. 1-16|DOI http://dx.doi.org/10.18095/meeso.2018.19.4.01

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참고문헌

키워드

dictionary appstrategy use전략사용L2 writing education제2언어 쓰기교육사전앱

초록

The present study explores L2 writers’ strategy use during writing with a smartphone dictionary app based on the think-aloud method. Two groups of Korean EFL students carried out four writing tasks: one group performed writing with the help of a dictionary app and the other did not. Results revealed that the students with dictionary aid processed writing quite differently from the ones without it. Less L2 writing anxiety, more attention to the content of writing and more active idea materialization was detected in the former group. The analysis of think-aloud data indicated that these results were mainly caused by the extension of the students’ vocabulary knowledge capacity with dictionary aid, which contributed to enhancing the confidence in their writing ability. The findings suggest that using a dictionary app in a language class could enable L2 students to perform writing more intensively by reducing anxiety.

Abstract

The present study explores L2 writers’ strategy use during writing with a smartphone dictionary app based on the think-aloud method. Two groups of Korean EFL students carried out four writing tasks: one group performed writing with the help of a dictionary app and the other did not. Results revealed that the students with dictionary aid processed writing quite differently from the ones without it. Less L2 writing anxiety, more attention to the content of writing and more active idea materialization was detected in the former group. The analysis of think-aloud data indicated that these results were mainly caused by the extension of the students’ vocabulary knowledge capacity with dictionary aid, which contributed to enhancing the confidence in their writing ability. The findings suggest that using a dictionary app in a language class could enable L2 students to perform writing more intensively by reducing anxiety.

참고문헌 (43)

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Identification of Lexical Competence Problems in L2 Writing Process of Korean EFL University Students전유아한국영어교육학회 · 영어교육2007 · 제62권 제1호Exploring the Writing Strategies Perceived and Actually Used by Less Experienced Students in English Writing through Surveys and the Think-Aloud Method Observation박은화외국어교육연구소 · 외국어교육연구2019 · 제33권 제2호The Effects of Dictionary App Use on College-level Korean EFL Learnersʼ Narrative and Argumentative Writing표혜원아시아테플 · Journal of Asia TEFL2020 · 제17권 제2호EFL Learners' Use of Print and Online Dictionaries in L1 and L2 Writing Processes전유아한국멀티미디어언어교육학회 · 멀티미디어 언어교육2004 · 제7권 제1호An Analysis of Korean EFL University Novice Writers’ Cognitive and Metacognitive Writing Strategies in a Mobile-based Process Writing Model김봉규, 이광순21세기영어영문학회 · 영어영문학212023 · 제36권 제1호Korean EFL Learners' Use of Dictionaries: Their Beliefs, Lookup Strategies, and Actual Use한명순현대영어교육학회 · 현대영어교육2008 · 제9권 제1호

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