지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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This study was designed to investigate the effects of the English composition instruction based on the process-oriented approach on improving English writing performance. A total of 35 college students in this study was administered questionnaires concerning the use of English writing strategies and peer feedback. Each student completed the whole class of the semester and essay writings before and after the semester. The results showed that the students used more strategies for the post writing than the pre writing. More students reported that they felt peer feedback was useful in the second survey. It was found that there was some evidence of a relationship between the process-oriented writing instruction and the students’ English writing performance. Fluency and grammatical accuracy of the writings proved to be significantly improved, while no statistical difference in the syntactic complexity appeared. Fluency, syntactic complexity, and grammatical accuracy were identified to be the indications of the improvement of English writing performance. The findings in this study will advance our understanding of EFL writing performance and assessments and contribute to broader examination of how EFL students engage in revision of their writing in diverse contexts.
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참고문헌 (30)
참고문헌 신청
Rubin, J. / 1975 / What the"good language learner"can teach us / TESOL Quarterly 9:41~51
Tusi, A. B. M. / 2000 / Do secondary L2 writers benefit from peer comments? / Journal of Second Language Writing 9(2):147~170
Wolfe-Quintero, K. / 1998 / Second language development; Measures of fluency, accuracy & complexity / University of Hawaii Press
Armstrong. M. K. / 2010 / Fluency, accuracy, an complexity in graded and ungraded writing / Foreign Language Annals 43 (4) : 690 ~ 702
Beers, F. S. / 2009 / Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? / Reading and Writing 22 : 185 ~ 200
Tusi, A. B. M. / 2000 / Do secondary L2 writers benefit from peer comments? / Journal of Second Language Writing 9(2):147~170
Wolfe-Quintero, K. / 1998 / Second language development; Measures of fluency, accuracy & complexity / University of Hawaii Press
Armstrong. M. K. / 2010 / Fluency, accuracy, an complexity in graded and ungraded writing / Foreign Language Annals 43 (4) : 690 ~ 702
Beers, F. S. / 2009 / Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? / Reading and Writing 22 : 185 ~ 200
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