Earticle

초록

영어

This paper aims to explore the effectiveness of a process-oriented English writing class in EFL context. A process-based writing instruction is generally designed based on three phases; brainstorming, writing the first draft, and feedback exchanges. 40 college students participated in this study and wrote English essays with eight topics for one semester. In the writing class, college students generated their own idea-map on reading materials given in advance, exchanged their feedback with a peer on their first draft right after conducting self-assessment, and finally got feedback from the instructor. All the activities students involved were evaluated with statistical analysis, and students were also asked to respond the questionnaire associated with the writing process. The findings are as follows; first, mind mapping was somewhat helpful by presenting a medium-low association with a holistic score and the first draft was also helpful for students to organize their own idea in writing. Based on self- and peer assessment, self-rating results were almost similar to those of peer rating, and students preferred oral feedback from the instructor in order to make sure the directions for revision. The findings help us in understanding college students’ writing performance by evaluating interim outcomes of English writing class and will contribute to supporting the process-oriented writing instruction in EFL.

목차

Abstract
I. 서론
II. 문헌 연구
2.1 영어 글쓰기 과정
2.2 영어 작문 수업에서 교수자, 자기, 동료 평가와 피드백의 역할
III. 연구 방법
3.1 참여자
3.2 연구 배경 및 수업 절차
3.3 분석 방법
IV. 분석 결과
4.1 연구 문제 1: 계획단계에서 수행하는 ‘생각 정리하기’(mind mapping)가 학생들의 글쓰기에 도움을 주는가?
4.2 연구 문제 2: ‘초고 쓰기’ 활동이 영어 글쓰기에 도움을 주는가?
4.3 연구 문제 3: 자기 평가, 동료 평가, 교수자 평가 결과의 공통점과 차이점은 무엇인가? 학습자들이 가장 선호하는 피드백 유형이나 방식은 무엇인가?
V. 결론 및 의의
Works Cited

키워드

저자

• 장소영 [ Jang, So Young | 군산대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820