Earticle

초록

영어

This study was designed to investigate the effects of the English composition instruction based on the process-oriented approach on improving English writing performance. A total of 35 college students in this study was administered questionnaires concerning the use of English writing strategies and peer feedback. Each student completed the whole class of the semester and essay writings before and after the semester. The results showed that the students used more strategies for the post writing than the pre writing. More students reported that they felt peer feedback was useful in the second survey. It was found that there was some evidence of a relationship between the process-oriented writing instruction and the students’ English writing performance. Fluency and grammatical accuracy of the writings proved to be significantly improved, while no statistical difference in the syntactic complexity appeared. Fluency, syntactic complexity, and grammatical accuracy were identified to be the indications of the improvement of English writing performance. The findings in this study will advance our understanding of EFL writing performance and assessments and contribute to broader examination of how EFL students engage in revision of their writing in diverse contexts.

목차

I. 서론
  1. 연구의 필요성
  2. 연구의 목적 및 과제
 II. 이론적 배경
  1. 과정중심 쓰기
  2. 피드백
  3. 쓰기능력 평가
 III. 연구 방법
  1. 연구 대상
  2. 연구도구 및 자료수집
  3. 자료의 분석
 IV. 연구 결과
  1. 쓰기 전략 사용
  2. 피드백
  3. 쓰기능력 평가 - 유창성, 통시적 복잡성, 문법적 정확성 측정
 V. 결론 및 제언
 Works Cited
 Abstract

키워드

저자

• 김애주 [ Aeju Kim | 강원대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810