Earticle

초록

영어

The present study aims to explore the effects of writing prompt conditions on learners’ writing strategy use and writing performance. Forty-seven university students were assigned to either a framed prompt group or a reading-based prompt group. For the study, a background questionnaire, a writing strategy questionnaire, pre-, post-, and delayed writing tests were employed. The results reveal that learners in the reading-based prompt group increased their writing strategy use in terms of pre-writing and revising strategies. This study also indicates that the reading-based writing prompt significantly influenced learners’ writing performance in the immediate and long term. Overall, writing prompts made different impacts on L2 learners’ perceptions towards strategy use and writing products. Based on these results, several implications for writing instruction are suggested.

목차

Abstract
I. Introduction
II. Literature review
2.1 Prompt types in writing processes
2.2 Writing strategies in writing processes
III. Methods
3.1 Participants
3.2 Instruments
3.3 Procedures and data analysis
IV. Results and discussion
4.1 The effects of writing prompt types on learners' writing strategy use
4.2 The effects of writing prompt types on learners' writing performance
V. Conclusions
Works Cited

키워드

저자

• Young Ah Cho [ Gwangju University ]

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