원문정보
초록
영어
The current study aimed to investigate the relationship between the integrated writing tasks and strategy use in L2 learning depending on the different proficiency levels. Sixty university students were classified into two groups—the lower proficiency group and the higher proficiency group—based on their general English performance with 30 students for each group. For the study, the integrated reading-to-write task and the strategy inventory for integrated writing questionnaire were administered to gauge the learners’ writing outcomes and writing strategy use in general. The results revealed that there was a significant difference in the self-regulatory strategy use between the two groups. The findings also demonstrated writing test scores and test-wiseness strategy showed a positive correlation in the lower proficiency group while these two variables indicated a negative correlation in the higher proficiency group. Pedagogical implications were made based on the results.
목차
II. Literature Review
2.1 Integrated Reading-Writing Process Theories
2.2 Variables Affecting Integrated Reading-Writing Tasks
2.3 Integrated Writing Tasks and Strategy Use
III. Methods
3.1 Participants
3.2 Instruments
3.3 Procedures and Data Analysis
IV. Results and Discussion
4.1 Results for the Strategy Use by Proficiency Differences
4.2 Results for the Relationship between Writing Performance and Strategy Use by Proficiency Differences
V. Conclusion
References
Appendix
Abstract