Earticle

Knowledge about academic writing is important to be promoted among the community in Institutes of Teacher Education Malaysia (ITEMs) as the teacher trainees will need to teach these academic writing skills to their students in the future. Additionally, the amalgamation of digital technologies and instructional practice is known to be able to ignite the change in the teacher trainees’ learning of academic writing. As such, this study was conducted by adopting a single group quasi-experimental research design to investigate the effects of digital writing software as a tool for process approach to writing on teacher trainees’ academic writing performance. The study was done on 10 teacher trainees at one ITEM using pre- and post-tests, observation, and reflective journal. Findings indicate that the use of digital writing software as a tool for process approach to writing does improve the teacher trainees’ academic writing performance. The eclectic approach proposes an effective way of enhancing the writing process and increasing the teacher trainees’ motivation to write digital conceptual papers. The use of digital writing software as a tool for process approach to writing can be carried out over an extended duration to develop better comprehension and practice of academic writing.

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.

This study inquires into the effectiveness of proactive approach to grammaring through explicit grammar instruction in developing linguistic accuracy of Korean EFL college students’ written products. Forty-eight students from two intact sections of mandatory English composition course participated in the experiment for 10 weeks. The control group was taught with traditional process writing methods, whereas a modified version of process writing pedagogy supplemented with two types of grammar instruction―15-minute in-class grammar lessons and individualized online grammar practice―were applied to the experimental group. Linguistic accuracy of the pre- and post-treatment essays was measured by obligatory occasion analysis in the use of subject-verb agreement, pronoun-antecedent agreement, the articles in front of count nouns, the present perfect tense, and passive construction. The statistical analyses show that the experimental group outperformed the control group in three of five grammatical categories. Variations in linguistic accuracy development over a 10-week period support earlier second language acquisition discoveries that some grammatical categories are more resistant to instructional treatment than others and that linguistic characteristic of the structures interact with individual learner’s cognitive maturity

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.

This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.

본 연구는 다양한 학문 분야 연구자들이 논문 작성 과정에서 생성형 인공지능(Generative AI) 도구를 어떻게 활용하고 있는지를 분석하고, 그 활용 행태에 영향을 미치는 요인을 탐색하였다. 과업 중심 정보행태 이론과 CRediT (Contributor Roles Taxonomy) 역할 분류 체계를 기반으로 설문조사를 설계하였으며, 총 113명의 대학원 이상 연구자를 대상으로 온라인 조사를 실시하였다. 분석 결과, 응답자의 약 90%가 논문 작성 시 생성형 AI를 활용한 경험이 있었으며, ‘집필-검토 및 수정’, ‘집필 - 초안 작성’, ‘개념화’ 과업에서 활용도가 높았다. 직위와 학문 분야에 따라 일부 과업에서 유의미한 활용 차이가 나타났으며, 응답자들은 신뢰성과 전문성 부족을 주요 장애 요인으로 지적하였다. 생성형 AI의 책임 있는 활용을 위해 도서관은 유료 도구 접근 지원, 윤리 가이드 제공, 도구 비교 정보 제공 등 실천적 지원을 수행해야 할 필요가 있으며, 본 연구는 이에 대한 기초자료를 제공하는데 그 목적이 있다.

This exploratory study investigates how researchers across various academic disciplines utilize generative artificial intelligence (AI) tools in the scholarly writing process and what factors influence their use. Grounded in the Task-based Information Behavior theory and the CRediT (Contributor Roles Taxonomy) framework, this study employed a structured survey targeting graduate-level and professional researchers. A total of 113 valid responses were collected via an online questionnaire. The results show that approximately 90% of respondents had experience using generative AI tools when writing papers, with the highest usage reported in tasks related to “Writing - Review & Editing”, “Writing - Original Draft Preparation”, and “Conceptualization”. Differences in AI usage patterns were observed across academic fields and career stages in some tasks. Key challenges cited by respondents included concerns over the reliability and subject-matter competence of AI-generated outputs. In order to utilize generative AI responsibly, academic libraries need to provide practical support such as supporting access to paid tools, providing ethical usage guidelines, and curated comparative evaluations of different AI platforms. The purpose of this study is to provide basic data for this.

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students’ perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students’ attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors’ feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students’ learning needs and facilitate their English learning.

본 연구는 영어 능력 초급 수준의 EFL 성인 학습자들의 글쓰기 불안이 과정 중심 쓰기 접근 (process writing approach) 교수에 의해 어떻게 변화하는지를 조사하였다. Daly and Miller(1975a)의 DM-WAT를 근거로 본 연구의 영어 글쓰기 학습자들을 위해 약간의 수정을 가미한 WAT (글쓰기 불 안감 테스트)를 사용하여 과정중심 쓰기 접근 교수를 실시하기 전과 후의 학습자들의 심리적 변화를 조사하여 글쓰기 불안의 네 가지 요인으로 분석하였다: (1) 영어 글쓰기를 좋아하는 정도(Enjoyment of writing in English, EOW); (2) 영어 글쓰기에 대한 부정적 인식(Negative perception about writing in English, NPW); (3) 평가에 대한 두려움(Fear of evaluation, FOE); 그리고 (4) 영어 글쓰기에 대한 자신감(Self-confidence of writing in English, SCW). 결과에 의하면 전체적으로 학습자들의 부정적인 영어 글쓰기에 대한 두려움이 과정 중심 글쓰기 교수 이후 네 가지 요인에 있어서 현저히 감소하였 다. 특히 여성 학습자들의 사전 사후 부정적 글쓰기에 대한 두려움의 차이가 남성 학습자들보다 더 의미 있는 결과를 나타내었으며, 학습자 모두가 두 가지 글쓰기 요인, 즉 NPW 와 FOE 요인에 있어서 과정 중심 글쓰기의 효과를 더욱 나타내었다. 이는 흔히 제 2 언어 학습자들의 글쓰기 불안은 언어적 지식 및 자신감의 부족에서 비롯되기에, 본 연구의 학습자들은 5단계의 과정 중심 글쓰기 활동들이 언어적 자신감을 높이는 스캐폴딩 글쓰기(scaffolded writing)와 같은 역할을 하여 그 결과 부정적 글 쓰기 불안감이 현저히 낮아짐을 보여주고 있다. 즉 사전 쓰기(pre-writing) 활동에서의 브레인스토밍, 모델텍스트를 통한 구조, 어휘, 문법, 주제문 찾기 등의 언어적 요인 살펴보기 및 개인별 쓰기 완성 (drafting), 그리고 수정단계(revising)에서의 교사의 피드백 및 친구와의 상호작용을 통한 피드백 등을 통해 그들의 영어사용에 대한 지식의 부족을 향상시키고 협력하는 학습 분위기의 영향으로 영어 글 쓰기에 대한 부정적 태도 및 감정적인 면에서 훨씬 완화되고 편안해짐을 보여준 결과로 여겨진다.

The present study aimed to explore how the process writing approach influences on EFL beginner learners’ writing apprehension. Based on the original DM-WAT, a modified WAT was used for collecting data from fifty-two participants concerning perceptual changes in their writing apprehension after the process writing teaching intervention. The data were analyzed according to four factors of writing apprehension: ‘Enjoyment of writing in English’ (EOW), ‘Negative perception about writing in English’ (NPW), ‘Fear of evaluation’ (FOE) and ‘Self-confidence of writing in English’ (SCW). The results revealed that overall learners were likely to experience significant alleviations in the degree of negative writing apprehension in the four factor areas after the process writing approach, although female learners showed more positive perceptual change of writing apprehension between pre and post WAT. Both male and female learners showed considerable benefits in the NPW and SCW factors, while males showed more significant differences in the SCW factor than females between the pre and post WAT. It appeared that the activities involved in the process writing stages, such as brainstorming a topic, reading a model text with language preview in the pre-writing stage, drafting, and interactional feedback for revising and editing could enable learners who have poor linguistic knowledge and low self-confidence to have time for practicing and improving their language use. The students’ confidence in their writing capabilities was raised, which led to lessening negative attitudinal and motivational tendencies of L2 wring considerably.

학술적 서평쓰기 교육은 대학생들에게 필요한 학술적 글쓰기로의 ‘전이성’과 ‘저자성’을 확보하기에 유용하다. 서평쓰기를 통한 학술적 글쓰기로의 전이성 효과는 일반 학술적 에세이 교육보다는 학술 도서를 정확히 독해하기 어려운 학생들에게 가장 크게 나타날 것이다. 과정 중심의 접근을 통해, 학술 서적의 읽기 단계에서부터 상호소통하며 자신의 초기의 이해를 조정하고 비판적 사고로 나아갈 수 있기 때문이다. 많은 경우 학생들은 오독에 의한 의미구성 실패를 경험하기 때문이다. 또 서평쓰기는 여러 문헌들을 함께 읽고 비평적으로 사고할 수 있는 계기를 마련하므로 학술적 글쓰기로의 전이성에 유효한 교육 과정이다. 뿐만 아니라 학술적 서평 쓰기 교육을 통해 학생들은 비판적이고 창의적인 주장을 형성하면서 나름의 ‘저자성’을 갖추게 된다. 학생들은 ‘읽기’에서부터 ‘고쳐 쓰기’ 단계에 이르기까지 담화공동체 구성원 사이에 활발한 상호소통을 통해 여러 번의 자기조정을 거쳐 의미구성을 할 수 있기 때문이다. 이 연구는 서평쓰기 교육에서 ‘전이성’과 ‘저자성’ 형성을 도모하기 위해서는 담화공동체 내에서 소통을 통한 의미구성에 초점을 맞추는 과정 중심의 교육 방법이 유효하다고 주장한다. 과정 중심의 수업은 단순히 읽기-쓰기의 단계별 수업을 의미한다기보다는 글쓰기의 회귀성, 상호작용성, 병렬성을 고려하여 상호소통을 통한 의미구성을 촉발할 수 있도록, 복합적인 활동이 상호작용하는 수업 방식을 뜻한다. 복합적인 수업 방식은 읽기-쓰기-토의-피드백-자기조정-고쳐 쓰기가 매 단계마다 작동하는 방식을 의미한다. 학생 글에 대한 다면 피드백은 과정적 접근의 한계로 지적되는, 결과 중심의 텍스트 학습이 소홀해질 수 있는 점을 보완하고 있다. 독학과제를 통해 텍스트 자체에 대해 숙지하고, 이를 동료 상호 논평(피드백)에 반영할 수 있도록 지도하기 때문이다. 뿐만 아니라 장르적 요소에 대한 학습은 모범 학술서평을 읽고 토의한 후 교수자가 보충 설명하는 방법으로 보완하였다. 이 연구는 대학의 학술적 서평쓰기 교육 방법으로 단계별 교육 방법을 넘어서, 복합적 상호작용을 강화한 과정 중심의 교육방법을 개발하고, 형식주의적 쓰기 교육과 장르적 쓰기 교육을 보완하는 수업 방안을 제시했다는 점에서 연구의 의의가 있다.

Learning how to write academic book reviews is useful for university students in acquiring and incorporating ‘transferability’ and ‘authorship’ into their academic writing. The positive effects of ‘transferability’ developed through writing book reviews will show most clearly in those students that struggle with comprehending scholarly literature rather than those that struggle with ordinary academic articles. This is because, by applying the process-oriented approach, students are able to refer back to their initial understanding of the literature, rearrange their knowledge, and develop a critical perspective on the matter, even from the preliminary stage of academic reading. Why this approach is so necessary is because many students suffer from the problem of misreading and thereby fail to understand correctly the meaning behind the academic literature that they are reading. An additional reason why book review writing is an effective method of learning and thereby helps develop transferability of academic writing is because it provides an opportunity for students to read many different kinds of literature and form critical views on the subject matter. A second positive effect of writing book reviews is that students are able to nurture their creative ideas and thereon form ‘authorship’ in the process. This is a direct result of the students being able to subject their ideas to the scrutiny of their fellow peers and allowing their ideas to enter a process of adjustment and modification, and this process begins from when they start reading and extends itself all the way until they are done editing what they wrote. The objective of this research is to support the claim that a process-oriented methodology that focuses on the way that meaning is formed through social interaction is effective in developing transferability and authorship in regard to book review writing. The process-oriented approach represents a way of learning that takes into account the recursive, interactive, and parallel features of writing and thereby incorporates diverse activities as well as different aspects of interpersonal communication in order to reinforce the formation of meaning in a socially interactive setting. The way that this methodology can be applied in practice is through the activation of the various aspects of learning (reading, writing, deliberation, feedback, self-correction, and editing) at its various stages. Multidimensional feedback that students receive helps supplement the way that students can become complacent to result-oriented textual learning and reinforces what is commonly considered the Achilles' heel of process-oriented approach. It is by applying the process-oriented approach that students learn to understand and comprehend the text on their own and to subsequently test that knowledge against the critique of their fellow students. Moreover, additional knowledge about various genres and their characteristics can be acquired through guidance given by lecturers having observed that sufficient deliberation has occurred among the students. In sum, the significance of this research is derived from its proposition that the process-oriented approach, as an effective method of learning book review writing at the university-level, can be used as an alternative to methods that focus on genre and form in academic writing.

If the instructor wants his or her instruction to be effective, the students should have a clear understanding of its underlying principles. Process approach to ESL or EFL writing is the same case. Although many ESL or EFL writing instructors and textbooks explicitly manifest their adherence to the process approach, the instruction by the instructors and textbooks casts a doubt in its effectiveness. This study supposes that a reason for this ineffectiveness can be found in students’ inadequate understanding of the approach. The respondents’ answers in the study confirmed the supposition and disclosed that they did not possess the adequate understanding enough to gain the benefits of the approach. Therefore, if English writing instructors want to implant his or her process-oriented writing instruction in the classroom successfully, they need to help their students understand the underlying principles of the approach and instruction. Moreover, the instructors and textbook writers need to make the principles explicit to students and tightly follow them in designing the instruction or the textbook.

The present study examined the effect the teaching of writing under a processgenre approach could have on improving writing in the context of a ‘UP’ (University-level Program) English writing class. The writing rubric was developed to measure writing improvement in the areas of ‘purpose’, ‘organization’, ‘elaboration’, ‘voice’, and ‘grammar’, using L2 writing proficiency as the criterion to form two proficiency groups. The students completed three different sets of genre writing (narrative, procedural, and argumentative essays) during a period of 3 weeks where each genre set consisted of 2 essays (pre- and post-test essays). The improvement the students experienced in each genre writing set was analyzed using a single t-test. The test results showed that improvement differed widely across proficiency groups, thus suggesting the important role of L2 proficiency underlying a process-genre approach. While the treatment effect for the high proficiency group was found to be significant in four areas of the writing rubric, the writing development for the low proficiency group was not immediate as a whole. More importantly, explicit instruction under a process-genre approach did not help to improve the formal aspect of ‘grammar’ across all groups. This study provides applications for EFL writing classrooms, such as the need to develop an instructional model differentially appropriate for L2 writers and to incorporate a process-genre approach into traditional English language classrooms.

The study explored the pedagogical benefits of and students’ perceived usefulness toward the process approach in second language writing. Twenty university students?prospective teachers of English in Korea?participated in this study, sharing their thoughts on the process approach after one semester of academic writing. As data, a survey, pre/post essay tests, and written reflections were collected. The study found that one semester of the process approach including teacher and peer feedback was helpful for improving students’ writing development in various areas, ranging from content to mechanics. Although students evaluated teacher feedback to be more useful than peer feedback on the survey, they appreciated the opportunity of learning different perspectives, writing styles, and expressions during the peer review. In their written reflections, students further showed willingness to utilize the process approach in their own writing class in the future. (Dong-A University)

The purpose of this study is to investigate a model for teaching English writing skills which is focused on the process-genre approach for Korean EFL university students. The present study aims to verify the effectiveness of the model on the improvement of students’ writing abilities. In this study, six representative classes were instructed to write in English throughout a 15 weeks semester in 2015. Three classes were taught through a process-genre approach, and the other three classes were taught through a process approach. This study, therefore, analyzed Korean L2 students’ writings of four different genres; narrative, comparison, cause-effect, and argumentative essays. The results showed that the process-genre approach proved to be a more effective writing instructional approach to improve participants’ writing abilities. Particularly, the results indicated that process-genre writing instruction was more effective based on students’ use of vocabulary in expository text genres than the process writing instruction. The findings also give some pedagogical implications for teaching strategies to raise genre-specific awareness in L2 writings.

The present study was designed to investigate the motivational backgrounds of writing behaviors of Korean EFL students. In so doing, structural relationships between motivational orientations, students’ past and present expectancy, and English writing outcome were examined by a series of SEM (structural equation modeling) analyses. Results of the present study showed that extrinsic motivation was not significantly related with any of the two measures of writing outcome (perceived writing competence and final course grades) either directly or indirectly. This finding was consistently replicated across two groups of student writers (i.e., High vs. Low writing ability group). Intrinsic motivation, however, showed a significant indirect relationship with students’ perceived writing competence as well as writing course grades across the two writer groups, hence　highlighting the role played by intrinsic motivation in the Korean EFL writing classroom. Pedagogical implications are discussed in terms of the major findings.

In this study an online writing platform has been built based on the new information technology of the big data era. The aim of the current study is to explore how and when the platform may affect students’ writing performance. A total of 82 students participated in this study and they were divided into the experimental group (n=40) and the control group (n=42). The pre-test scores indicated that the two groups were in the same level with respect to the EFL writing. Although both group students were taught in a process approach method, only the experimental group was allowed to use the online platform. According to the post-test, both group students had increasingly improved their writing competence by immersing in the writing-process approach, but the experimental group of students performed significantly better than their peers. Combining the data from three sources (timed essay tests, attitude questionnaire and student interview), it can be concluded that the online platform positively influences students’ pre-writing and post-writing performance but is less influential on them during the writing stage.

이 논문은 글쓰기의 결과물이나 과정에 초점을 맞추는 기존 접근 방식에서 한걸음 더 나아가 글쓰기 주체와 글쓰기의 사회적 문맥을 강조하는 접근방법을 채택하여 글쓰기 교육에 사회적, 인지적, 정서적 복합 활동으로 쓰기를 수행할 수 있는 과제의 도입을 주장한다. 언어 습득, 장르 익히기, 정확성 향상을 중시하는 대신 학습자가 자아 정체성 발현과 사회적 행위로서 글쓰기를 경험할 수 있는 수업 활동의 사례를 제시한다. 1년간 3급 한국어 수업을 수강하는 학생들이 쓴 영화평을 웹사이트에 올려 서로 읽고 대응하도록 한 활동의 효과를 학습자동기와 참여, 언어 숙달도, 글쓰기 능력의 측면에서 점검한 연구 실험의 절차와 성과를 보고한다. 언어숙달도는 양적 분석 방식을 채택하여 유창성과 문법 및 어휘복합성을 측정하였고, 글쓰기 능력은 내용발전 및 문장 종결형과 분석적 시점의 사용 정도를 질적으로 분석하였다. 결과적으로 실험에 참가한 학생들의 언어숙달도가 향상되었고 글의 내용과 표현 방식이 문어문체에 근접한 것으로 분석되었다.

.

The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.