Earticle

초록

영어

This paper aims to investigate the effectiveness of the process-genre approach on EFL learners’ writing improvement. A total of 48 Chinese college freshmen students participated in this study, and they were divided into high-level (n=20) and low-level (n=28) groups. All the participants were instructed by the same teacher in the College English class for 14 weeks, during which they were taught how to compose in three writing genres: narration, exposition, and argumentation. After comparing the writing scores of pre- and post-tests from both groups, it can be concluded that the processgenre approach is helpful in enhancing the EFL learners’ writing competence because both groups of students had significantly improved their writing abilities. Besides, both group learners attained a salient achievement in expository writing after they were trained by the process-genre approach. Compared with the high-level learners, the low-level learners made larger progress in all three writing genres. It indicates that enough teaching time and teacher’s scaffolding systems are crucial for the learners’ writing development.

목차

Abstract
I. Introduction
II. Literature Review
1. Second Language Writing Instructional Approaches
2. Process-genre Approach to Writing
IlI. Methodology
1. Research Context
2. Participants
3. Instruments
4. Treatment
5. Data Collection and Analysis
IV. Results
1. The Overall Writing Performance of Both Group Learners
2. The Writing Achievements of Both Group Learners with Respect to the Scoring Criteria
V. Discussion
VI. Conclusion
References
Appendix

키워드

저자

• Yi Liu [ Yanbian University ] First author
• Yang-Hee Kim [ Baekseok University ] Corresponding Author

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