과정 중심 쓰기 교육에 의한 EFL 학습자의 글쓰기 불안감의 변화

Abstract

The present study aimed to explore how the process writing approach influences on EFL beginner learners’ writing apprehension. Based on the original DM-WAT, a modified WAT was used for collecting data from fifty-two participants concerning perceptual changes in their writing apprehension after the process writing teaching intervention. The data were analyzed according to four factors of writing apprehension: ‘Enjoyment of writing in English’ (EOW), ‘Negative perception about writing in English’ (NPW), ‘Fear of evaluation’ (FOE) and ‘Self-confidence of writing in English’ (SCW). The results revealed that overall learners were likely to experience significant alleviations in the degree of negative writing apprehension in the four factor areas after the process writing approach, although female learners showed more positive perceptual change of writing apprehension between pre and post WAT. Both male and female learners showed considerable benefits in the NPW and SCW factors, while males showed more significant differences in the SCW factor than females between the pre and post WAT. It appeared that the activities involved in the process writing stages, such as brainstorming a topic, reading a model text with language preview in the pre-writing stage, drafting, and interactional feedback for revising and editing could enable learners who have poor linguistic knowledge and low self-confidence to have time for practicing and improving their language use. The students’ confidence in their writing capabilities was raised, which led to lessening negative attitudinal and motivational tendencies of L2 wring considerably.