earticle

영어

This study aimed to explore how Korean EFL university writers facilitated cognitive writing strategies (CWS) and metacognitive writing strategies (MWS) to improve writing performance in a mobile-based writing setting. Along with Kakao-Talk-based composition activities, 43 Korean undergraduates regularly participated in process-oriented writing. This study analyzed the relationship between CWS and MWS and categorized learners’ writing texts from a psychometric perspective. The results revealed that the more the participants were aware of CWS and MWS, the better language proficiency they could acquire. In particular, MWS (r = .786) affected students’ post-test scores more positively than CWS (r = .526). Next, the EFL learners took advantage of the reciprocal effect of elements in the writing strategies. Among the elements, the cognitive comprehending process (CWS-CP) and the memory-retrieval process (CWS-MRP) in CWS showed the strongest interactivity with the metacognitive monitoring (MWS-M) and evaluating writing product (MWS-EP) in MWS. The knowledge shared with peers through short sentence formulation in a virtual space could help the participants to clarify and elaborate their thoughts in the extended writing. While connecting their experience with acquired knowledge, novice writers could increase their self-confidence in writing. In conclusion, the mobile-based process writing model can contribute to activating Korean EFL novice writers’ self-directed writing strategies.