고등학교 EFL 학습자의 교재내용 기반 영어 글쓰기 특성 연구

This study aimed to examine the characteristics of text-based writing by EFL high school students to help design effective writing instruction plans. Twenty one 2 nd year high school students participated in this study, each student producing three text-based timed writings over two months. Their writings were evaluated and divided into two different writing proficiency groups by an analytic scoring method, which yielded scores on content, organization, vocabulary, and language in use. The result revealed that the students’ language in use and vocabulary knowledge are much poorer than their knowledge of content regardless of their proficiency level. This study also found that the students’ vocabulary knowledge showed statistically significant improvement in text-based writing, suggesting that this kind of writing can be an effective tool to improve EFL learners’ vocabulary knowledge. Another important finding is that the mean length of sentence, which is known as a good indicator of writing quality, doesn’t guarantee EFL high school students’ writing quality. It is expected that the findings of this study help design effective writing instruction plans in the EFL high school classroom. (178 words)