Voices in Written Discourse: EFL Students’ Self-reflections on a Writing Course in a Korean University Setting

doi:10.18627/jslg.40.1.202405.57

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2024 Vol.40, Issue 1 Preview Page

Research Article

Voices in Written Discourse: EFL Students’ Self-reflections on a Writing Course in a Korean University Setting: Lee, Younghwa^1*; ¹Sun Moon University

31 May 2024. pp. 57-71

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Abstract

This study aims to investigate divergent aspects of written discourse, focusing on students’ ideational, interpersonal, and textual voices in a multicultural writing course at a Korean university. The data comprised forty-three students’ self-reflections on EFL writing. ‘Intentional content analysis’ was used to analyze the data. The findings showed that, in terms of the ideational voice, 56% of the students aimed to enhance their English proficiency through writing for careers in English-related areas. They not only found pleasure in the writing process but also gained valuable insight, despite facing challenges with grammar and idea generation. Additionally, 92% of them found the course highly beneficial for their future careers and written communication. Regarding the interpersonal voice, 86% of the students emphasized the importance of various readers. Concerning the textual voice, 61% of the students lacked confidence in using relatives, conjunctions, and articles to form sentences, as well as in providing evidence and examples to construct paragraphs. The study suggests that teachers should develop students’ creative ideas through writing practices, taking into account writers’ voices in EFL writing.

Keywords

written discourse

ideational·interpersonal·textual voices

self-reflection

EFL writing

intentional content analysis

References

Abasi, A. R., Akbari, N., and Graves, B. 2006. Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15, 33-64. 10.1016/j.jslw.2006.05.001
Bailey, D. R. 2019. Conceptualization of second language writing strategies and their relation to student characteristics. The Journal of Asia TEFL 16.1, 135-148. 10.18823/asiatefl.2019.11.1.9.135
Bowden, D. 1999. The mythology of voice. Portsmouth, NH: Boynton/Cook.
Brown, S. 2009. Navigating an English-only classroom: Multiple identities in a primary writer’s workshop. J. Classr. Interact 44.1, 29-38.
Costley, C. and Doncaster, K. 2001. Citation as an argumentation strategy in the reflective writing of work-based learning students. In S. Mitchell, and R. Andrews (eds.), Learning to argue in higher education. London: Boynton. 107-117.
de Bot, K., Lowie, W., and Verspoor, M. 2007. A Dynamic Systems Theory approach to second language acquisition. Bilingualism. Language and Cognition 10.1, 7-21. 10.1017/S1366728906002732
Farahian, M., Avarzamani, F., and Rajabi, Y. 2021. Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity 39, 100759. 10.1016/j.tsc.2020.100759
Graham, S., Harris, K., and Mason, L. 2005. Improving the writing performance, knowledge, and self-efficacy of struggling young writers: the effects of selfregulated strategy development. Contemp. Educ. Psychol. 30.2, 207-241. 10.1016/j.cedpsych.2004.08.001
Halliday, M. A. K. 1985. Introduction to functional grammar. London: Arnold.
Hickson, H. 2011. Critical reflection: Reflecting on learning to be reflective. Reflective Practice 12.6, 829-839. 10.1080/14623943.2011.616687
Hoey, M. 2001. Textual interaction: An introduction to written discourse analysis. New York: Routledge.
Ivanič, R. 1998. Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: Benjamin. 10.1075/swll.5
Ivanič, R. and Camps, D. 2001. I am how I sound voice as self-representation in L2 writing. Journal of Second Language Writing 10, 3-33. 10.1016/S1060-3743(01)00034-0
Karahan, F. 2007. Language attitudes of Turkish students towards the English language and its and its use in Turkish context. J Arts Sci. Say, 73-87.
Klimova, B. F. 2014. Self-reflection in the Course Evaluation, Procedia - Social and Behavioral Sciences 141, 119-123. 10.1016/j.sbspro.2014.05.022
Kurt, G. and Atay, D. 2007. The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. J. Theor. Pract. Educ. 3.1, 12-23.
Larsen-Freeman, D. 2006. The emergence of complexity, fluency and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics 27.4, 590-616. 10.1093/applin/aml029
Lee, Y. 2003. Alignments and detachments in writing pedagogy: Interface between teachers’ pedagogic practices and students’ purposes in two EFL writing courses in Korea. Unpublished Ph. D. thesis, Lancaster University, UK.
Lee, Y. 2008. Voice, practices, and products: Accounting for a writing teacher and students. English Teaching 63.3, 179-203. 10.15858/engtea.63.3.200809.179
Lee, Y. 2011. Meaning-making and Toulmin elements in university students’ argumentative writing. The Journal of Linguistic Science 56, 117-136.
Lee, Y. 2023. EFL university students’ teaching experience of English: A phenomenological investigation on a practicum. The Journal of Linguistic Science 106, 283-305. 10.21296/jls.2023.09.106.283
Lee, Y. and Kim, S. 2015. Perspectives on learning English of Korean Chinese Japanese students in an English department in Korea, Journal of the Korea Contents Association 15.12, 650-659. 10.5392/JKCA.2015.15.12.650
Lee, Y. and Park, C. 2017. Situated writing: Writing practice through process of Korean․Chinese․Japanese students in an English department. The Journal of Studies in Language 33.1, 123-144. 10.18627/jslg.33.1.201705.123
Lim, L. 2011. A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science 39, 171-188. 10.1007/s11251-009-9123-8
Liu, Y. 2000. The Role of culture in TESOL and L2 writing: An autonomous model. Unpublished manuscript, Purdue University.
Machili, I., Papadopoulou, I., and Kantaridou, Z. 2020. Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing 48, Article 100708. 10.1016/j.jslw.2019.100708
Masgoret, A. and Gardner, R. 2003. Attitudes, motivation, and second language learning. A meta-analysis of studies conducted by Gardner and associates. Lang. Learn 53, 123-163. 10.1111/1467-9922.00212
Matsuda, P. K. 2001. Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing 10.1, 35-53. 10.1016/S1060-3743(00)00036-9
Oxford, R. L. 2017. Teaching and Researching Language Learning Strategies: Self-regulation in Context (2nd ed.). London: Routledge.
Raelin, J. A. 2001. Public reflection as the basis of learning. Management Learning 32.1, 11-30. 10.1177/1350507601321002
Rassaei, E. 2015. Journal writing as a means of enhancing EFL learners’awareness and effectiveness of recasts, Linguistics and Education 32, 118-130. 10.1016/j.linged.2015.10.002
Rollinson, P. 2005. Using peer feedback in the ESL writing class. ELT Journal 59.1, 23-30. 10.1093/elt/cci003
Teng, L. S. and Zhang, L. J. 2020. Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing 48, 100701. 10.1016/j.jslw.2019.100701
Thorpe, K. 2004. Reflective learning journals: From concept to practice. Reflective Practice 5.3, 327-343. 10.1080/1462394042000270655
Toulmin, S. 2003. The uses of argument. Cambridge: Cambridge University Press. 10.1017/CBO9780511840005
Wilby, J. 2022. Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research 26.5, 1010-1033. 10.1177/1362168820917323
Wind, A. 2021. Nonlinearity and inter- and intra-individual variability in the extent of engagement in self-reflection and its role in second language writing: A multiple-case study. System 103, 102672. 10.1016/j.system.2021.102672

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 40
No :1
Pages :57-71
DOI :https://doi.org/10.18627/jslg.40.1.202405.57

[1] Abasi, A. R., Akbari, N., and Graves, B. 2006. Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15, 33-64. 10.1016/j.jslw.2006.05.001

[2] Bailey, D. R. 2019. Conceptualization of second language writing strategies and their relation to student characteristics. The Journal of Asia TEFL 16.1, 135-148. 10.18823/asiatefl.2019.11.1.9.135

[3] Bowden, D. 1999. The mythology of voice. Portsmouth, NH: Boynton/Cook.

[4] Brown, S. 2009. Navigating an English-only classroom: Multiple identities in a primary writer’s workshop. J. Classr. Interact 44.1, 29-38.

[5] Costley, C. and Doncaster, K. 2001. Citation as an argumentation strategy in the reflective writing of work-based learning students. In S. Mitchell, and R. Andrews (eds.), Learning to argue in higher education. London: Boynton. 107-117.

[6] de Bot, K., Lowie, W., and Verspoor, M. 2007. A Dynamic Systems Theory approach to second language acquisition. Bilingualism. Language and Cognition 10.1, 7-21. 10.1017/S1366728906002732

[7] Farahian, M., Avarzamani, F., and Rajabi, Y. 2021. Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity 39, 100759. 10.1016/j.tsc.2020.100759

[8] Graham, S., Harris, K., and Mason, L. 2005. Improving the writing performance, knowledge, and self-efficacy of struggling young writers: the effects of selfregulated strategy development. Contemp. Educ. Psychol. 30.2, 207-241. 10.1016/j.cedpsych.2004.08.001

[9] Halliday, M. A. K. 1985. Introduction to functional grammar. London: Arnold.

[10] Hickson, H. 2011. Critical reflection: Reflecting on learning to be reflective. Reflective Practice 12.6, 829-839. 10.1080/14623943.2011.616687

[11] Hoey, M. 2001. Textual interaction: An introduction to written discourse analysis. New York: Routledge.

[12] Ivanič, R. 1998. Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: Benjamin. 10.1075/swll.5

[13] Ivanič, R. and Camps, D. 2001. I am how I sound voice as self-representation in L2 writing. Journal of Second Language Writing 10, 3-33. 10.1016/S1060-3743(01)00034-0

[14] Karahan, F. 2007. Language attitudes of Turkish students towards the English language and its and its use in Turkish context. J Arts Sci. Say, 73-87.

[15] Klimova, B. F. 2014. Self-reflection in the Course Evaluation, Procedia - Social and Behavioral Sciences 141, 119-123. 10.1016/j.sbspro.2014.05.022

[16] Kurt, G. and Atay, D. 2007. The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. J. Theor. Pract. Educ. 3.1, 12-23.

[17] Larsen-Freeman, D. 2006. The emergence of complexity, fluency and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics 27.4, 590-616. 10.1093/applin/aml029

[18] Lee, Y. 2003. Alignments and detachments in writing pedagogy: Interface between teachers’ pedagogic practices and students’ purposes in two EFL writing courses in Korea. Unpublished Ph. D. thesis, Lancaster University, UK.

[19] Lee, Y. 2008. Voice, practices, and products: Accounting for a writing teacher and students. English Teaching 63.3, 179-203. 10.15858/engtea.63.3.200809.179

[20] Lee, Y. 2011. Meaning-making and Toulmin elements in university students’ argumentative writing. The Journal of Linguistic Science 56, 117-136.

[21] Lee, Y. 2023. EFL university students’ teaching experience of English: A phenomenological investigation on a practicum. The Journal of Linguistic Science 106, 283-305. 10.21296/jls.2023.09.106.283

[22] Lee, Y. and Kim, S. 2015. Perspectives on learning English of Korean Chinese Japanese students in an English department in Korea, Journal of the Korea Contents Association 15.12, 650-659. 10.5392/JKCA.2015.15.12.650

[23] Lee, Y. and Park, C. 2017. Situated writing: Writing practice through process of Korean․Chinese․Japanese students in an English department. The Journal of Studies in Language 33.1, 123-144. 10.18627/jslg.33.1.201705.123

[24] Lim, L. 2011. A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science 39, 171-188. 10.1007/s11251-009-9123-8

[25] Liu, Y. 2000. The Role of culture in TESOL and L2 writing: An autonomous model. Unpublished manuscript, Purdue University.

[26] Machili, I., Papadopoulou, I., and Kantaridou, Z. 2020. Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing 48, Article 100708. 10.1016/j.jslw.2019.100708

[27] Masgoret, A. and Gardner, R. 2003. Attitudes, motivation, and second language learning. A meta-analysis of studies conducted by Gardner and associates. Lang. Learn 53, 123-163. 10.1111/1467-9922.00212

[28] Matsuda, P. K. 2001. Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing 10.1, 35-53. 10.1016/S1060-3743(00)00036-9

[29] Oxford, R. L. 2017. Teaching and Researching Language Learning Strategies: Self-regulation in Context (2nd ed.). London: Routledge.

[30] Raelin, J. A. 2001. Public reflection as the basis of learning. Management Learning 32.1, 11-30. 10.1177/1350507601321002

[31] Rassaei, E. 2015. Journal writing as a means of enhancing EFL learners’awareness and effectiveness of recasts, Linguistics and Education 32, 118-130. 10.1016/j.linged.2015.10.002

[32] Rollinson, P. 2005. Using peer feedback in the ESL writing class. ELT Journal 59.1, 23-30. 10.1093/elt/cci003

[33] Teng, L. S. and Zhang, L. J. 2020. Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing 48, 100701. 10.1016/j.jslw.2019.100701

[34] Thorpe, K. 2004. Reflective learning journals: From concept to practice. Reflective Practice 5.3, 327-343. 10.1080/1462394042000270655

[35] Toulmin, S. 2003. The uses of argument. Cambridge: Cambridge University Press. 10.1017/CBO9780511840005

[36] Wilby, J. 2022. Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research 26.5, 1010-1033. 10.1177/1362168820917323

[37] Wind, A. 2021. Nonlinearity and inter- and intra-individual variability in the extent of engagement in self-reflection and its role in second language writing: A multiple-case study. System 103, 102672. 10.1016/j.system.2021.102672

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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