The Korean Association for the Study of English Language and Linguistics

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Korea Journal of English Language and Linguistics - Vol. 20

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp.64-88
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2020
Received 29 Jan 2020 Revised 10 Mar 2020 Accepted 20 Mar 2020
DOI: https://doi.org/10.15738/kjell.20..202003.64

예비교사를 위한 과정중심 영어 글쓰기 지도 모형 개발 및 적용 효과
안경자
서울교육대학교

Development and application of a process-based English writing model for pre-service teachers
Kyungja Ahn

Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted, distribution, and reproduction in any medium, provided the original work is properly cited.
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Abstract

This study aims to develop a process-based English writing model for pre-service teachers. It also investigates how their conceptualization of English writing has changed and how they developed as English writers when the model was applied in an elementary pre-service teacher education course. The participants were 23 undergraduate students who registered in an academic writing course. Pre- and post-survey responses, academic writing self-assessment, writing artifacts (4 paragraphs and 1 essay writing), writing portfolios, and field notes were primarily collected. The data were qualitatively analyzed using content analysis. The results are as follows: first, the process-based English writing model was organized into preparation, implementation, and reflection stages. Pre-writing, drafting, revising, editing, and publishing stages were applied for each paragraph and essay writing task. Second, the participants’ conceptualization on English writing was changed into carefully planned, openly shared, and continuously developed writing. Third, the participants displayed cognitive, affective, and metacognitive development as English writers. Their writing skills, confidence, and motivation in English writing as well as writing management skills were improved. It was suggested that effective teacher education programs for promoting teachers’ writing skills should be developed and implemented. Further important implications regarding teacher development in English writing and teaching writing were discussed.


Keywords: process-based writing, L2 writing, teaching L2 writing, pre-service teacher education, second language teacher education

Acknowledgments

본 논문은 2019년도 서울교육대학교 교내연구비에 의하여 연구되었음.


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안경자(Ahn, Kyungja), 교수(Professor)서울 서초구 서초중앙로 96(96 Seocho Jungang-ro, Seocho-gu, Seoul)서울교육대학교 영어교육과(Dept. of English Education, Seoul National Uiversity of Education)Tel: 02-3475-2565E-mail: kjahn@snue.ac.kr