Earticle

초록

영어

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1. Scaffolding Learning
  2.2. Process Approach to Writing
 3. Methodology
  3.1. The Participants and the Textbook
  3.2. Data Collection
  3.3. Data Analysis
 4. Findings
  4.1. Prewriting Activities
  4.2. Writing Activities
  4.3. Post Writing Activities
  4.4. Results from the Process Approach to Writing
 5. Conclusion and Implication
 References
 Appendix A
 Appendix B

저자

• Yanghee Kim [ Pukyong National University ]

참고문헌