EFL Students" Beliefs and Processing Behaviors toward Writing and Teacher Response

• 영문명: EFL Students" Beliefs and Processing Behaviors toward Writing and Teacher Response
• 발행기관: 한국영어어문교육학회
• 저자명: Cheongsook Chin
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제4호, 1~32쪽, 전체 32쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.12.30

영문 초록

  This study took a cross-sectional, quantitative approach and profiled EFL students" awareness of the writing process and of teacher feedback. The subjects were 113 college students aged 19-26 years from non-English majors, who were enrolled in three sections of a required English course. According to the scores gained from the essay writing assignment, they were divided into two groups (proficient and less-proficient writers) and responded to an in-class survey. Major findings were that: (1) the vast majority of both groups did not find English writing enjoyable; (2) longer comments gave rise to substantial changes to the students" revisions; (3) the less-proficient writers were shown to benefit from revision significantly more than the proficient writers; (4) Both groups of writers utilized multiple strategies to process teacher feedback and preferred to receive teacher comments using complete sentences rather than phrases or single words; and (5) teacher"s marks on grammar and vocabulary claimed to be most conducive to EFL writing development. Several important implications for EFL writing instruction and for future studies are suggested.

목차

Ⅰ. INTRODUCTION
Ⅱ. A BACKGROUND OF THE STUDY
Ⅲ. METHOD
Ⅳ. RESULTS AND DISCUSSION
Ⅴ. CONCLUSION
Ⅵ. PEDAGOGICAL IMPLICATIONS
REFERENCES
APPENDIX

키워드

writing beliefs teacher response