The effects of assignments in EFL/EFL compositions

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dc.contributor.advisor Houlette, Forrest T. en_US
dc.contributor.author Min, Chan K. en_US
dc.coverage.spatial a-kr--- en_US
dc.date.accessioned 2011-06-03T19:29:07Z
dc.date.available 2011-06-03T19:29:07Z
dc.date.created 1989 en_US
dc.date.issued 1989
dc.identifier LD2489.Z68 1989 .M5 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178637
dc.description.abstract In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation. en_US
dc.description.sponsorship Department of English
dc.format.extent vii, 163 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh English language -- Study and teaching -- Foreign speakers. en_US
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching. en_US
dc.subject.lcsh Teachers -- Training of -- Korea. en_US
dc.title The effects of assignments in EFL/EFL compositions en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/720135 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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