Earticle

초록

영어

The purposes of this study are to explore firstly two teachers’ EFL writing classrooms at a university in Korea and secondly students’ perceptions on their teachers’ classroom-based teaching for EFL writing in the same social and institutional context. The classroom interactions focus on rules of processes and teaching and learning of writing. The data comprise classroom observations of two EFL writing classrooms and interviews with both teachers and students. The findings indicate that the two teachers show a big contrast in terms of their writing practices. One teacher embodied the textbook with traditional approach and adopted translation activity whereas the other teacher tried to have creative self-expression approach with the textbook and workshop activity. The students tended to adopt classroom-based writing practices that might suit their purposes or goals in learning of writing in English. The findings provide an in depth understanding of the teaching and learning of writing, the role of teachers, and students’ purposes in EFL writing classrooms. It also suggests that the teacher needs to consider students perceptions by actively talking about relevant issues.

목차

Abstract
Ⅰ. Introduction
Ⅱ. Theoretical Background
Ⅲ. Method
Ⅳ. Findings and Discussion
Ⅴ. Conclusion and Implications
References
저자소개

키워드

저자

• Younghwa Lee [ 이영화 | Korea Baptist Theological University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405