Earticle

초록

영어

This qualitative study explores how a holistic approach to writing across language skills can promote EFL student writing in terms of linguistic, cognitive, metacognitive, and affective factors. As an alternative to current writing methods that narrowly focus on the surface structure of language, this study shows how a technology-incorporated EFL writing project, conducted by Korean college students, integrated various activities across different language skills to support student writing globally and holistically. Beyond the traditional view of writing as a product and the current view of writing as a process, activities presented in this paper also embraced social factors of writing. This paper investigates the following three research questions: 1) how can an integrated curriculum facilitate student writing? 2) How can L1 writing assist L2 writing? 3) How can technology promote student view of writing as a social act? The result of this study indicated that the students’ writings greatly improved in both form and content during this project. The successful outcome of the Dokdo project will provide a new insight on EFL writing to writing teachers.

목차

Abstract
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methodology
Ⅳ. Results
Ⅴ. Discussion
Ⅵ. Conclusion
References
Appendix
저자소개

키워드

저자

• Sangmin Lee [ 이상민 | Woosong 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