대학생 초보 연구자를 위한 보고서 글쓰기 수업 설계 및 평가 방안: 사례 연구
Designing and evaluating a report writing course for undergraduate novice researchers: A case study
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study proposes a genre-based instructional model to support novice EFL university students in developing research report writing skills. Unlike traditional genre-based instruction, which often emphasizes essay writing, this study addresses the research report as an essential yet underrepresented academic genre. The instructional activities consisted of three stages of guided tasks, explicitly integrating web-based media and visual resources to reduce writing anxiety and progressively scaffold students’ learning. A total of 11 university students with diverse academic backgrounds participated in the study. Over the three stages, they produced a total of 33 written texts, which were analyzed using a mixed-methods approach. The findings showed that five students demonstrated noticeable improvements in organization, language accuracy, and content development, while others exhibited varying degree of progress. These results suggest that an integrated genre- and task-based approach can lower learners’ cognitive burden and increase engagement in academic writing. The proposed model is adaptable across various educational levels. Future implementations may benefit from the integration of Generative AI tools to support information gathering and extend the learning process.
Abstract
This study proposes a genre-based instructional model to support novice EFL university students in developing research report writing skills. Unlike traditional genre-based instruction, which often emphasizes essay writing, this study addresses the research report as an essential yet underrepresented academic genre. The instructional activities consisted of three stages of guided tasks, explicitly integrating web-based media and visual resources to reduce writing anxiety and progressively scaffold students’ learning. A total of 11 university students with diverse academic backgrounds participated in the study. Over the three stages, they produced a total of 33 written texts, which were analyzed using a mixed-methods approach. The findings showed that five students demonstrated noticeable improvements in organization, language accuracy, and content development, while others exhibited varying degree of progress. These results suggest that an integrated genre- and task-based approach can lower learners’ cognitive burden and increase engagement in academic writing. The proposed model is adaptable across various educational levels. Future implementations may benefit from the integration of Generative AI tools to support information gathering and extend the learning process.