{"title":"Teaching Strategies to Promote English Expository Writing Development through Step-by-Step Writing and Teacher Feedback","authors":"Hari Jang, Tae-eun Kim","doi":"10.14333/kjte.2023.39.4.06","DOIUrl":null,"url":null,"abstract":"Purpose: The purpose of this study was to investigate effective teaching strategies that can facilitatethe development of English expository writing using information books for sixth-grade learners studyingEnglish as a Foreign Language (EFL). \nMethods: Learners' English writing experiences were investigated through a preliminary survey, andtheir pre-English expository writing development levels were evaluated through a pre-writing test. Afterconducting 28 experimental lessons, the patterns of the changed expository writing of the leaners wereexamined through a post-writing test. The experimental lessons involved reading comprehensionactivities, initial writing, modified writing 1, and modified writing 2, utilizing a total of four informationbooks. Step-by-step writing practice was implemented when progressing from initial writing to modifiedwriting 1, and teacher feedback was provided when progressing from modified writing 1 to modifiedwriting 2. A follow-up survey was conducted after completing all experimental lessons. \nResults: First, this study revealed that Step-by-step writing and teacher feedback can promote learners'sentence concept formation. Second, Step-by-step writing and teacher feedback increased learners'accuracy, logic, and fluency in English expository writing. Among the Step-by-step writing activities,the utilization of a paragraph organizer and selective writing exercises had the most positive effect. Third, expository writing based on information books facilitated the acquisition of an informationdelivery writing style. \nConclusion: This study found that learners could lay the foundation for thought based truecommunication and that it is possible to present a new development path. Also, unlike diary andjournal writing research, the information delivery style can develop objective communication skills.","PeriodicalId":22672,"journal":{"name":"The Journal of Korean Teacher Education","volume":"84 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of Korean Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14333/kjte.2023.39.4.06","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: The purpose of this study was to investigate effective teaching strategies that can facilitatethe development of English expository writing using information books for sixth-grade learners studyingEnglish as a Foreign Language (EFL).
Methods: Learners' English writing experiences were investigated through a preliminary survey, andtheir pre-English expository writing development levels were evaluated through a pre-writing test. Afterconducting 28 experimental lessons, the patterns of the changed expository writing of the leaners wereexamined through a post-writing test. The experimental lessons involved reading comprehensionactivities, initial writing, modified writing 1, and modified writing 2, utilizing a total of four informationbooks. Step-by-step writing practice was implemented when progressing from initial writing to modifiedwriting 1, and teacher feedback was provided when progressing from modified writing 1 to modifiedwriting 2. A follow-up survey was conducted after completing all experimental lessons.
Results: First, this study revealed that Step-by-step writing and teacher feedback can promote learners'sentence concept formation. Second, Step-by-step writing and teacher feedback increased learners'accuracy, logic, and fluency in English expository writing. Among the Step-by-step writing activities,the utilization of a paragraph organizer and selective writing exercises had the most positive effect. Third, expository writing based on information books facilitated the acquisition of an informationdelivery writing style.
Conclusion: This study found that learners could lay the foundation for thought based truecommunication and that it is possible to present a new development path. Also, unlike diary andjournal writing research, the information delivery style can develop objective communication skills.