Earticle

초록

영어

Despite the recent increase in studies on perspectives of critical literacy-based classes in EFL contexts, only a few, whose findings have mainly depended on self-reporting by study participants, have examined writing improvement through critical literacy practices. This empirical study investigates the effectiveness of these to improve the writing ability of college EFL students by using a mixed methods approach. The results of a statistical analysis of students' essays were supported by findings derived from surveys, classroom observation and interviews with students and their instructor; critical literacy practices, including problem-posing education with guiding questions and dialogic engagement, found writing ability in terms of content and structure was improved by student participation in class. The application of a new classroom approach with authentic topics to a college English writing course promoted student engagement and motivation. Critical literacy practices with guiding questions can be a promising pre-writing strategy in EFL writing classes.

목차

I. Introduction
 II. Literature Review
  A. Critical Literacy Practices in College EFL Contexts
  B. Critical Literacy Practices in Korean College Contexts
 III. Methods
  A. Research Site and Participants
  B. Research Procedure and Data Collection
  C. Data Analysis
 IV. Results and Discussion
  A. Improving Writing Skills
  B. Promoting Student Participation
 V. Conclusion
 References
 Abstract

키워드

저자

• SoYoung Yang [ Honam Theological University and Seminary ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820