한국 고등학생 영어에세이쓰기 성취도에영향을 미치는 요인 분석 (Factor analysis of the variables affecting Korean high school EFL learners’ essay-writing performance.)

서지정보

· 발행기관 : 팬코리아영어교육학회
· 수록지 정보 : 영어교육연구 / 25권 / 4호 / 205 ~ 222페이지
· 저자명 : 정성희

초록

This study purports to report the major factors influencing Korean high school learners’essay-writing performance, using the Exploratory Factor Analysis (EFA). A total of 178 high school students enrolled at one of each international and science program completed essay-factor-questionnaire containing 14 items. The analysis portrayed four underlying constructs: learner experience variable, learner affective variable, achievement in standardized test, and L2 writing education experience. The EFA results indicated that the experience of living in foreign countries and studying abroad at the early age and affective variables such as writing anxiety and self-confidence in writing did not have a significant impact on the writing performance. However, the achievement in TOEFL writing was directly related to writing performance in accordance with other three domains of TOEFL listening, reading, and speaking.
Further studies regarding how each factor was associated with the others or differed from other variables were suggested while examining the factors affecting students’ satisfaction with the essay-writing classes at public English education. Pedagogical implications of enhancing the understanding about L2 writer characteristics and variables in order to improve L2 writing instruction were presented

영어초록

This study purports to report the major factors influencing Korean high school learners’essay-writing performance, using the Exploratory Factor Analysis (EFA). A total of 178 high school students enrolled at one of each international and science program completed essay-factor-questionnaire containing 14 items. The analysis portrayed four underlying constructs: learner experience variable, learner affective variable, achievement in standardized test, and L2 writing education experience. The EFA results indicated that the experience of living in foreign countries and studying abroad at the early age and affective variables such as writing anxiety and self-confidence in writing did not have a significant impact on the writing performance. However, the achievement in TOEFL writing was directly related to writing performance in accordance with other three domains of TOEFL listening, reading, and speaking.
Further studies regarding how each factor was associated with the others or differed from other variables were suggested while examining the factors affecting students’ satisfaction with the essay-writing classes at public English education. Pedagogical implications of enhancing the understanding about L2 writer characteristics and variables in order to improve L2 writing instruction were presented

참고자료

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