Exploring the Writing Strategies Perceived and Actually Used by Less Experienced Students in English Writing through Surveys and the Think-Aloud Method Observation
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This study’s purpose was to examine how less experienced Korean college students perceived their writing strategy use through a survey, and it also looked at their actual use through actual production of writing. This study used two methods: 1) Petric and Czarl’s (2003) Writing Strategy Questionnaire, 2) think-aloud method. The result revealed that students perceived the highest frequency of strategy use in When Revising through the survey; however, they actually used the most strategies performing their actual writing task. Of the three stages, in Before Writing, students showed the highest frequency of use related to writing notes or outlining in their native language which was Korean. In While Writing, while ‘using a dictionary’ was the highest one, and ‘generating the texts’ was most frequently used in the actual writing. In When Revising, the strategy use related to ‘reading written texts before submitting’ came out as the highest one. This study contributes to our understanding of, and points to the direction that should be taken for future research into writing strategy use as it relates to less experienced EFL students.
Abstract
This study’s purpose was to examine how less experienced Korean college students perceived their writing strategy use through a survey, and it also looked at their actual use through actual production of writing. This study used two methods: 1) Petric and Czarl’s (2003) Writing Strategy Questionnaire, 2) think-aloud method. The result revealed that students perceived the highest frequency of strategy use in When Revising through the survey; however, they actually used the most strategies performing their actual writing task. Of the three stages, in Before Writing, students showed the highest frequency of use related to writing notes or outlining in their native language which was Korean. In While Writing, while ‘using a dictionary’ was the highest one, and ‘generating the texts’ was most frequently used in the actual writing. In When Revising, the strategy use related to ‘reading written texts before submitting’ came out as the highest one. This study contributes to our understanding of, and points to the direction that should be taken for future research into writing strategy use as it relates to less experienced EFL students.
참고문헌 (33)
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