EFL英語寫作學習者的寫作行為與態度之研究：課堂內寫作與課堂外寫作之比較

102年06月21日  

研究生：姚宜琪

指導教授:白查理 博士

EFL英語寫作學習者的寫作行為與態度之研究：課堂內寫作與課堂外寫作之比較

EFL learners’ writing behaviors and attitudes: A comparison of in-class and out-of-class writing

摘要:

     本一學期研究旨在探討英外語學習者在課堂內及課堂外的寫作行為與態度，並探討兩者差異以提升學習者的寫作能力與經驗。研究對象來自台灣修習英文寫作的科技大學生(N=47)。研究資料來自五份學生自甜式問卷並從研究對象中隨機抽取五位學生進行半結構是訪談。

     學生在課堂外的謝作行為方面，有93.80%的學生在住處完成課堂外寫作；其中，在第二次課堂外寫作中，停止寫作去休息的學生從81.80&%降至70.30%。此結果來看，一些學生可能經歷過課堂內與課堂外寫作而改變了寫作行為。此外，課堂外的環境中，有讓學生分心的事物以及遇到寫作上的問題。

     學生在課堂內的寫作行為方面，研究結果顯示第二次課堂內寫作完成率不如前次課堂內寫作。此結果可以解釋為學生對於某種類型上的謝做感到較困難，或者，學生在不同類型寫作的自評效能中影響了謝作態度以及努力。

     依課堂內寫作與課堂外寫作比較，學生較傾向於課堂外寫作；然而，研究者發現學生對於寫作的滿意度並不會因為寫作地點改變而有所不同。以下原因可解釋動機影響學生寫作行為及態度：（1）學生的態度可能取自於不同類型的寫作，當他們對於某種類型的寫作較不熟悉時，即會產生較低的自評效能；（2）分數取向可能影響到學生的寫作動機。

     此論文的研究結果，對於英外語學習者在課堂內與課堂外寫作提供較明確的方向。最後，研究者也建議未來的研究方向。

關鍵詞: EFL學習者、課堂內寫作、課堂外寫作、寫作態度、寫作行為

Abstract:

     This study aims to investigate in-class and out-of-class writing behaviors and attitudes and the differences between them for improving the EFL writing learners’ writing ability and experience for one semester. The participants were English majored sophomore technical university students in Taiwan enrolled in a required English essay writing course. The data comes from five self-reporting questionnaires which included two questionnaires on out-of-class writing, two questionnaires on in-class writing, and one following the final essay writing exam, semi-structured interviews were also conducted with a sample with a sample of participants.

     From the investigation of the students’ out-of-class writing questionnaires, 93.80% of the students completed out-of-class writing tasks at their home or dorm; 81.80% took breaks during their first writing task which decreased to 70.30% on the second assignment. This result may be explained by some students might have changed their behaviors after having gone through the in-class and out-of-class writing experiences. The students had various distractions and encountered writing problems while they were writing in the out-of-class environment.

     From the investigation of the students’ self-reported in-class writing questionnaires, the number of students who completed the second in-class writing assignment in time decreased compared to the first in-class writing assignment. This may be explained by the perceived increased difficulty in the essay assignment(classification) or the students’ perceived self-efficacy toward different types of essays which might influence the students’ attitudes and efforts toward writing.

     Students reported that they preferred out-of-class writing to in-class writing 61.50% to 38.50% respectively. However, the researcher also found that students’ satisfaction with their writing was not greatly influenced no matter where they finished assignments. The following summation of opinions provided by participant students might reflect upon other influences on behaviors especially responses to motivation: (1) the students’ attitudes toward writing might depend on the type of essay writing assignment. Their self-efficacy may be lower when writing in less familiar types of rhetoric; (2) students may have perceived different score orientation based on past success.

     Based on the study, the findings offer clearer insight into EFL learners’ out-of-class and in-class writing behavior and attitudes. The implication and suggestions for future study are also discussed.

Keywords: EFL learners, in-class writing, out-of-class writing, writing attitudes, writing behaviors 

授權: 屏科大圖書館、國家圖書館、華藝 (皆未找到連結)