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University EFL Learners' Prior Experience of Writing Instruction in L1 and L2

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키워드

주제분류영어와문학

초록

The study aims to identify differences of previous instruction learners have received with regard to their perception of assigning importance and difficulty to aspects of process writing in both languages, Korean (L1) and English (L2). Data were collected through questionnaires and semi-structured interviews from 162 students in seven English composition classes at two universities. The analysis of the data revealed that while students in general had a weak perception of having been instructed with the process approach, they had received formal instruction with the process approach more in L2 than L1 writing. Students used writing strategies (e.g., planning, revising) with reliance on teacher feedback significantly more in L2 than L1 compositions. With regard to importance in the aspects of writing, word choice, grammar, and imitation of particular styles of writing were more important in L2 than L1 compositions. However, differences were found only with grammar and imitation of particular styles of writing. Difficulties that students had with aspects of writing were vocabulary and grammar for L2 writing. The results of the study lead to instructional implications for EFL (English as a foreign language) writing teachers for enhancing the quality of L2 composition.

Abstract

The study aims to identify differences of previous instruction learners have received with regard to their perception of assigning importance and difficulty to aspects of process writing in both languages, Korean (L1) and English (L2). Data were collected through questionnaires and semi-structured interviews from 162 students in seven English composition classes at two universities. The analysis of the data revealed that while students in general had a weak perception of having been instructed with the process approach, they had received formal instruction with the process approach more in L2 than L1 writing. Students used writing strategies (e.g., planning, revising) with reliance on teacher feedback significantly more in L2 than L1 compositions. With regard to importance in the aspects of writing, word choice, grammar, and imitation of particular styles of writing were more important in L2 than L1 compositions. However, differences were found only with grammar and imitation of particular styles of writing. Difficulties that students had with aspects of writing were vocabulary and grammar for L2 writing. The results of the study lead to instructional implications for EFL (English as a foreign language) writing teachers for enhancing the quality of L2 composition.

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