A Conceptual Model of Korean University EFL Learners’ Writing Performance

• 발행기관: 경희대학교 언어정보연구소
• 저자명: Youngsang Kim
• 간행물 정보: 『언어연구』제27권 제3호, 475~498쪽, 전체 24쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2010.12.30

영문 초록

This paper explored Korean university EFL students' writing performance and its model, using a qualitative research method. Several categories or themes emerged from in-depth interviews with current research respondents, which were perceived to impact students' EFL writing performance both inside and outside the university classroom. That is, results derived from the analysis of the data encompassed the following categories: (1) EFL learners' cognitive or metacognitive capacity; (2) EFL learners' overall English proficiency; (3) free voluntary reading in English; (4) free voluntary writing in English; and (5) EFL learners' writing apprehension and attitudes towards writing in English. Grounded in the categories above, a conceptual model of Korean university EFL learners' writing performance was eventually offered which could shed light on key components as perceived to have a bearing on writing performance in which Korean university EFL learners might engage themselves.

목차

1. Introduction

2. Literature Review

3. Method

4. Results and Discussion

5. A Conceptual Model of EFL Writing Performance

References

Appendix

키워드

EFL writing performance writing performance model EFL proficiency free voluntary reading and writing EFL writing anxiety