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Effects of Within-task Planning Conditions on Korean EFL Test-takers' Performance on Argumentative Writing Assessment Tasks
과제 내 계획하기 조건들이 한국인 EFL 수험자들의 논증적 글쓰기 과제 수행에 미치는 영향

DC Field Value Language
dc.contributor.advisor이용원-
dc.contributor.author박정현-
dc.date.accessioned2017-07-19T09:43:54Z-
dc.date.available2017-07-19T09:43:54Z-
dc.date.issued2013-08-
dc.identifier.other000000013417-
dc.identifier.urihttp://hdl.handle.net/10371/131894-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 영어영문학과, 2013. 8. 이용원.-
dc.description.abstractPlanning has been considered an essential component of cognitive processes in writing as writers generate and organize ideas, and set goals. Following this reasoning, a number of studies attempted to investigate effects of planning and ended up reporting mixed results. A great deal of testing literature discusses how the task that is involved and the way the task implemented influence test-taker performance on tasks. In this regard, task conditions under which tasks are conducted should be significant consideration. However, there have been relatively few studies conducted on effects of planning conditions on writing in a testing context.
This study aimed to examine the effects of within-task planning conditions on Korean EFL test-takers’ performance on argumentative writing assessment tasks. Within-task planning refers to on-line planning activities writers engage in while they are performing a writing task. Twenty-eight Korean university students were divided into two major proficiency groups (i.e., advanced and intermediate) and were asked to perform two argumentative writing assessment tasks under three different planning conditions: no planning
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dc.description.abstractpressured within-task planning-
dc.description.abstractand unpressured within-task planning.
A series of repeated measure analyses of variance (ANOVA) and analyses of covariance (ANCOVA) were conducted. First of all, the analyses of variance examined the statistical significance of differences in writing scores among three different planning conditions using analytic scores and composite scores (i.e., aggregated scores of the six analytic criteria, namely, development of ideas, organization, vocabulary, sentence variety and construction, grammar and usage, and mechanics). Second, the analyses of covariance examined whether test-takers’ proficiency was a factor that mediated effects of planning conditions on writing scores. Pre-test scores were used as covariate. Finally, planning patterns and behaviors of Korean EFL test-takers were examined through a pre-test questionnaire, a post-test questionnaire, and interviews. Test-takers’ planning sheets were also examined.
The analysis of results indicated that within-task planning conditions had no significant effects on the composite scores as well as analytic writing scores of Korean EFL test-takers. Furthermore, the test-takers’ proficiency levels turned out to have no mediating influence on effects of planning conditions on writing scores. In terms of planning behavior, seventy-five percent of the participants responded that planning is important and helpful in organizing key concepts and ideas. Also, it was shown that advanced writers spend more time on planning than intermediate writers.
Based on the findings of this study, one major implication is the assignment of within-task planning time. Since there were no significant effects of three experimental conditions, the present study provided empirical evidence in support of the current writing test format which limits time incorporating all process of writing instead of giving no within-task planning time separately.
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dc.description.tableofcontentsChapter Ⅰ. Introduction 1
1.1 Background and motivation 1
1.2 Research questions 5
1.3 Organization of the thesis 5
Chapter Ⅱ. Literature Review 7
2.1 A theoretical model of L2 Writing 7
2.2 The frameworks of L2 writing assessment 9
2.2.1 General framework 11
2.2.2 Time limit 12
2.2.3 Types of planning 16
2.2.4 Planning patterns and behaviors 17
2.3 Previous studies on effects of planning in an assessment context 20
2.3.1 Speaking 20
2.3.2 Writing 21
Chapter Ⅲ. Method 24
3.1 Participants 24
3.2 Raters 27
3.3 Examiners 28
3.4 Instrument 28
3.4.1Placement test 29
3.4.2 Writing tests 30
3.4.3 Planning conditions 30
3.4.3.1 No planning 31
3.4.3.2 Pressured within-task planning 31
3.4.3.3 Unpressured wihin-task planning 32
3.4.4 Scoring 33
3.4.4.1 Analytic rubric 33
3.5 Procedure 33
3.6 Questionnaires and interviews 36
3.7 Analysis of the data 37
Chapter Ⅳ. Results 40
4.1 Descriptive statistics 40
4.2 Reliability 46
4.2.1 Placement test 46
4.2.2 Inter-rater reliability for writing prompts 47
4.3 Correlations among placement test scores, writing test scores, self-assessment scores, and measures of overall English proficiency 51
4.4 Analysis of Variance(ANOVA) 53
4.4.1 Planning effect on the Composite Writing Test Scores 53
4.4.2 Planning effect on the Analytic Scores 55
4.5 Analysis of Covariance (ANCOVA) 61
4.5.1 Proficiency mdiating influence on effects of planning conditions on writing scores 61
4.6. Raters post-rating feedback 63
4.7 Questionnaires and interviews 64
4.8 Analysis of learners writing plan behavior 69
Chapter Ⅴ. Discussion 71
5.1 Effects of within-task planning conditions on the analytic and composite scores 71
5.2 Korean EFL test-takers proficiency mediating influence on effects of planning conditions on writing 74
5.3.Planning patterns and behaviors of Korean EFL test-takers 75
Chapter Ⅵ. Conclusion 78
6.1 Conclusions and implications 78
6.2 Limitations and future studies 79
References 82
Appendices 88
국문초록 114
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dc.formatapplication/pdf-
dc.format.extent1322971 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectwithin-task planning conditions-
dc.subjecteffects of planning conditions-
dc.subjectargumentative writing tasks-
dc.subjectKorean EFL test takers-
dc.subjectplanning behavior-
dc.subject.ddc820-
dc.titleEffects of Within-task Planning Conditions on Korean EFL Test-takers' Performance on Argumentative Writing Assessment Tasks-
dc.title.alternative과제 내 계획하기 조건들이 한국인 EFL 수험자들의 논증적 글쓰기 과제 수행에 미치는 영향-
dc.typeThesis-
dc.description.degreeMaster-
dc.citation.pagesⅰ, 115-
dc.contributor.affiliation인문대학 영어영문학과-
dc.date.awarded2013-08-
Appears in Collections:
College of Humanities (인문대학)English Language and Literature (영어영문학과)Theses (Master's Degree_영어영문학과)
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