EFL 고등학교 글쓰기에서 예시글이 학습자의 주목과 수정에 미치는 영향

Abstract

Some studies have examined the effects of noticing on subsequent incorporation in ESL or EFL tertiary writing classes using model writings as a form of feedback. However, few studies have investigated the effectiveness of model writings as a form feedback in Korean EFL secondary school classrooms. Recognizing this research gap, this study attempted to investigate the effectiveness of native speakers’ model writings on learners’ spontaneous noticing and immediate and delayed correction. To this end, 133 male senior high school students in six intact classes at a high school in Busan, Korea, who were planning to take the KSAT(Korean Scholastic Aptitude Test) to apply to colleges or universities, were randomly assigned to two experimental groups(a note-taking group and an underlining group) and one control group. The effects of output on the noticing of subsequent input, model writings were examined, and two different noticing-triggering activities(note-taking and underlining) on next-stage corrections were compared among the three groups in four-stage narrative-writing tasks. In particular, this study explored whether model writings as feedback helped to improve the quality of learners’ writings on the basis of the assessment of first, second, and third writings, which were scored with an analytic rubric. In stage 1, the participants were asked to write a narrative in response to a picture prompt consisting of six picture frames, taking notes on the problems they encountered. In stage 2, they were instructed to write down, underline, or just read whatever they spontaneously noticed while they compared their own writings against three model texts written by three native-English speakers. In stage 3, they were asked to write a second narrative based on the same picture prompt in order to examine the effects of the model writing comparison activity on students’ immediate corrections. Following a two-month abeyance, participants were asked to rewrite the stories again in response to the same picture-prompt in an attempt to examine how much they retained of what they had corrected in the third stage. The main results of this study demonstrate the potential of model writings as a form of feedback. First, the writing activity promoted learner-generated noticing, the most of the difficulties encountered during the writing are lexical features. Recognizing the problematic features, participants did not always incorporate them in their writings. The higher rate of unattempted problematic features than attempted problematic features suggests a need to provide solutions to the problematic features. Second, model writings contributed to an increase in the learners’ noticing regardless of noticing-triggering activities, and provided the solutions to attempted and unattempted problematic features. The note-taking group was higher than the underlining group and the control group in the rate of the correction of both attempted and unattempted problematic features. Third, the learners corrected unrecognized features during the first writing process which were then noticed in the subsequent model writings into the second and third writings. The note-taking group was considerably higher than the underlining group and the control group in the rate of the correction of both recognized and unrecognized. Lastly, all three groups increased their writing scores from the first writing to the second writing, and thus it was indicated that the model writings as feedback improve the quality of the learners’ writings. As a result, in terms of the noticing-prompting activity, it was revealed that the note-taking group made statistically more significant progress than the underlining group and the control group in the second writing. The results of the present study suggest that the model writings as a form of feedback could provide the solutions to both the unattempted features in writings and the unrecognized features while writing. It is also suggested that the input that the learners consciously noticed could be learned, so the model writings provide proper feedback for learner-centered activities that promote learner-initiated noticing. It is possible that the model writings, however, do not provide feedback for all difficulties that learners encounter, and thus it may be necessary to raise the rate that model writings provide solvable features to facilitate more noticing during the model writing comparison process. The findings of this study have presented supportive evidence for introducing model writings in the EFL Korean high school classrooms, and that, therefore, learners can benefit from writing supports other than more traditional error corrections or reformulations.