EFL Learners’ English Writing Performance in Different Writing Task Types

• 발행기관: 한국영어어문교육학회
• 저자명: 윤경옥(Kyeong ok Yoon) 이정원(Jeong Won Lee)
• 간행물 정보: 『영어어문교육』영어어문교육 제22권 제4호, 161~178쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.12.30

영문 초록

The study aims at examining the effects of different writing task types on EFL learners’ English writing performance. In this study, 18 college students (15 males and 3 females) were asked to write four different types of writing (descriptive, process, comparison/contrast and dialogue journal) with a pre- and post-writing tests. The writing samples were analyzed with three categories: writing performance, quantity (number of words), and complexity (number of words per T-unit, clause connectors per word, and number of And out of the connectors). The results are as follows: 1) a significant difference of the learners’ English writing performance in the pre- and post-tests was revealed, while no difference was found across the four writing task types; 2) dialogue journals were significantly shorter, while the process essay was the most complex type of writing; and 3) significant differences were found in using clause connectors and And across the writing types. This suggests that the teacher needs to encourage her students to perform a variety of writing tasks to promote their writing ability as well as to measure it more accurately.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. TASK TYPES IN L2 WRITING

Ⅲ. METHOD

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. CONCLUSION

REFERENCES

키워드

writing task types dialogue journal descriptive process compare contrast