It is widely accepted that feedback plays a crucial role in teaching and learning writing in that it provides students with an opportunity to understand their weaknesses and strengths and to refine their written products. In fact, writing teachers usually provide written feedback which is seen as a means of delivering their opinions andor information on students’ writing, although it requires a lot of time and efforts. As such, in Korea, written feedback focusing on error correction has been widely used (Kim, 1998; Ma, 2006).
Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 253 (제12권 제1호) Korean Journal of General Education 2018 2, Vol 12, No 1, PP 253~283 Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes Yang, Taesun1) Contents Introduction Literature Review Methods Results and Discussion Conclusions and Pedagogical Implications Introduction It is widely accepted that feedback plays a crucial role in teaching and learning writing in that it provides students with an opportunity to understand their weaknesses and strengths and to refine their written products In fact, writing teachers usually provide written feedback which is seen as a means of delivering their opinions and/or information on students’ writing, although it requires a lot of time and efforts As such, in Korea, written feedback focusing on error correction has been widely used (Kim, 1998; Ma, 2006) However, the findings of research on written feedback are somewhat inconclusive 1) Korea University, tyang@korea.ac.kr 254 (제12권 제1호) because it might not clearly deliver teachers’ intentions, sometimes makes students more confused, and makes students passive recipients of information without thinking critically in their writing process (Ferris, 1995; Hyland, 1998; Leki, 1990) As an alternative, many researchers have conducted research studies related to the student-teacher writing conference where students and teachers negotiate meaning in an interactive environment and it has been found that there have been tremendous benefits of holding writing conferences (Goldstein & Conrad, 1990; Patthey-Chavez & Ferris, 1997; Strauss & Xiang, 2006) In writing conferences, students are not passive recipients of feedback but they are the ones who actively participate in their learning process with teachers in a supportive and collaborative atmosphere For instance, interacting with the teacher during writing conferences is an effective way to expand and clarify thinking about audience and purpose and to receive assistance on written products Through negotiation of meaning with teachers, students can be responsible for their own writing, can be autonomous in identifying and correcting errors, and can improve their critical thinking skills Unlike ESL context, there has been little attention paid to this research area in Korea and given the positive outcomes of writing conferences in writing instruction, it is vital to take a close examination at what benefits writing conferences might offer to the students in their process of learning writing in EFL context Thus, the following research questions were investigated: What are students’ general perceptions about writing conferences? What areas (i.e., organization, grammar, lexis, etc.) are mainly focused during writing conferences? Do students show an improvement in the areas they discussed with the professor during writing conferences over the semester? Literature Review 2.1 Research on Writing Conferences In the field of second language writing, researchers have discussed the benefits of holding writing conferences as a way to negotiate meaning, produce improved revisions, Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 255 and promote higher-order thinking skills (Ewert, 2009; Goldstein & Conrad, 1990; PattheyChavez & Ferris, 1997; Strauss & Xiang, 2006; Williams, 2004) In one of the earliest studies on writing conferences, Goldstein and Conrad (1990) examined the degree to which students negotiated meaning with the teacher during writing conferences There were large differences among three ESL student writers Specifically, students who negotiated meaning in a meaningful way were able to write improved revisions On the contrary, students without sufficient negotiation of meaning tended to revise by making mechanical or sentence level changes which were not quantitatively better than their first drafts In a similar vein, Patthey-Chavez and Ferris (1997) investigated how students’ proficiency and institutional expectations were tied to any differences in conference process and/or its outcomes There were differences in the conferences and subsequent revisions of proficient and less proficient students, although all the students made progress as time went by The proficient students more actively participated in writing conferences and made substantial revisions, while less proficient students remained passive during conferences and revised their next draft by taking the teacher’s suggestions Williams (2004) also made an effort to find the link between what was discussed during writing conferences and students’ subsequent revisions The findings showed that surface level features, such as grammar and lexical choices, discussed during writing conferences were more likely to get revised than text-based problems Specifically, when the tutors explicitly pointed out the problematic areas, students actively participated, wrote down their plans during conferences, and more reflected what they mainly discussed with their tutors into their subsequent drafts With a slight different approach, Strauss and Xiang (2006) examined writing conference discourses among the instructor and university students The analyses revealed that students gradually understood the tasks within situated interactions with the instructor with an emphasis on the planning and formulating stages of writing process As the conferences unfolded, it was noticeable that students progressively showed more agentive attitude towards their own writings Ewert (2009) also focused on interaction itself during writing conferences and investigated how appropriate it was to analyze the teacher talk by using the two 256 (제12권 제1호) frameworks, negotiation and scaffolding, and how the teacher talk differed when the teachers focused on language or content during writing conferences It was revealed that when the teachers negotiated meaning with fewer focuses, students more actively participated and as a result, they produced more successful revisions It was also suggested that teachers should be aware of the way they interacted during writing conferences to encourage students to participate more 2.2 Research on Writing Conferences in Korea Unlike ESL context, research studies in Korea have mainly focused on written feedback and research on writing conferences remains somewhat unexplored but recently some researchers have conducted research studies to fill this gap (Chang, 2003; Kim, 2015; Park, 2008; Seo, 2010; Yu, 2011) Chang (2003) conducted a case study of three university students to investigate some positive effects of holding student professor writing conferences on their writing skills and its role in understanding students’ intentions and needs in their writing process It was found that writing conferences had positive effects on students’ writing performance because they revised their second draft based on what they discussed with their professor during writing conferences and finally produced better written products In addition, students were changed into active participants in their learning process because they were given a chance to critically reflect and evaluate their writing with the professor during writing conferences With a more structured research design, Park (2008) examined negotiation patterns among university students and the professor during writing conferences by utilizing students’ pre and post conference logs to identify different types of higher-order thinking processes taking place and understand how much students reflected what had been discussed in their writing samples The analyses of negotiation patterns exchanged during writing conferences revealed that students tended to identify their weaknesses and understand which way was most appropriate to revise their final products and at lexical level, both students and the professor made an effort to find suitable lexical choice on students’ errors, which eventually indicated that students were given a valuable chance to exercise high-order thinking skills and refine self-regulated thinking skills through Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 257 writing conferences How undergraduate students interacted and took turns and how the professor provided scaffolded help during writing conferences were analyzed by Seo (2010) It was discovered that students did not fully express their ideas and/or opinions during the process On the other hand, the professor actively negotiated meaning with the students by asking comprehension questions in the areas of language use and content To create a more interactive atmosphere, the researcher suggested that teachers should let students know the exact purpose of writing conferences and what they are expected to during conferences in advance so they can be active participants in writing conferences In a similar way, Kim (2015) analyzed interactional patterns among graduate students and the professor by focusing on how many times they interacted and took turns, how active they were, and what areas (i.e., content, language use, strategies, organization, etc.) were mainly focused during writing conferences The findings showed that although writing conferences had an interactive atmosphere, students were passive unlike the professor and language use and organization were emphasized with less focus on writing strategies To make writing conferences more effective, it was suggested that professors should lead the conference in a way which can elicit responses from students instead of just checking comprehension and try to create a less-anxious conference environment Unlike aforementioned studies, Yu (2011) investigated how useful online conferences were in the writing process with a group of four university students It was found out that both students and the professor participated in online conferences in a successful way and students incorporated the feedback into their subsequent revisions However, there were some challenges that students were not proficient enough to lead their discussion to the extent that they could receive proper feedback In sum, it is noticeable that holding writing conferences is beneficial to both students and teachers in that it can provide an interactive environment in which students can express their weaknesses and solicit proper feedback and teachers can also have a chance to closely look at difficulties students might encounter in their writing process 258 (제12권 제1호) Methods 3.1 Setting and Participant The study was conducted at A university in B city in Korea for the Spring semester, from March 1, 2017 to June 21, 2017 and a professor and undergraduate students including males and females who took a general English class with a focus on writing were the participants of the study Information on the Participants Students & Gender Majors Student A Control Sensor (Male) Engineering Student B Electronic & Information (Female) Engineering Student C (Male) Business Student D Life & Information (Female) Engineering Student E (Female) Global Sports Writing Grades Ages Senior 31 No Junior 27 No Sophomore 22 No Junior 26 No Sophomore 22 No Experiences They studied various majors and were aged from 22 to 31 In terms of their English proficiency and learning history, they studied English not as a communication tool but as a subject to get a high score on a standardized test None of the students went to study abroad to enhance their English skills and they were all novice writers because they had not taken an English writing class The writing class was designed to help students understand basics of academic writing from sentence structures to different types of paragraphs and met once a week for two hours Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 259 A Syllabus of the Writing Course Weeks Week Week Week Week Week Week Content Course Overview Chapter Academic Paragraphs (Analyzing the model paragraph, & noticing word families) Chapter Academic Paragraphs (Mechanics, simple sentences, phrases, subjectverb agreement, & fragments) Chapter Academic Paragraphs (Using nouns & verbs, listing, & writing a paragraph) Chapter Basic Paragraph Structure (Analyzing the model paragraph, noticing adjectives, the topic sentence, supporting sentences, & the concluding sentence) Chapter Basic Paragraph Structure (Analyzing the model paragraph, adjectives and adverbs in basic sentences, & using adjectives) Week Chapter Basic Paragraph Structure (Outlining, & writing a paragraph) Week Midterm Exam Chapter Logical Division of Ideas (Analyzing the model paragraph, noticing Week synonyms, logical division of ideas, & unity & coherence in the supporting sentences of a paragraph) Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Chapter Logical Division of Ideas (Run-ons & comma splices, & finding & correcting run-ons & comma splices) Chapter Logical Division of Ideas (Using synonyms & near synonyms, & writing a paragraph) Chapter Cause & Effect Paragraphs (Noticing prefixes, topic sentence, supporting sentences & concluding sentence in cause & effect paragraph) Chapter Cause & Effect Paragraphs (Using cause & effect transition signals, & writing a cause & effect paragraph) Chapter Comparison & Contrast Paragraphs (Noticing antonyms, topic sentence, supporting sentences & concluding sentence in comparison & contrast paragraph) Chapter Comparison & Contrast Paragraphs (Transition signals for comparison & contrast paragraph, & writing a comparison & contrast paragraph) Final Exam Throughout the semester, students had a chance to create different types of paragraphs, such as two descriptive paragraphs, a cause and effect paragraph, and a comparison and contrast paragraph 260 (제12권 제1호) 3.2 Data Collection and Analysis Methods 3.2.1 Pretest and Posttest To understand how much areas focused during writing conferences were reflected in students’ writing, pretest and posttest were administered As a pretest, students were asked to write about themselves for 20 minutes in the beginning of the semester and at the end of the semester, they were again asked to write about one of their family members for 20 minutes as a posttest Both tests were rated by the three professors who taught writing and speaking courses in the same program as the researcher and they were asked to write any comments which they thought were significant in understanding students’ writing performance (For Scoring Rubric, see Appendix A) Specifically, the scoring rubric mainly consists of three categories, such as organization, lexis, and grammar, with subcategories For example, each component of a good paragraph, topic sentence, supporting sentences, and concluding sentence, falls in the area of organization, word choice in the area of lexis, and mechanics and spelling in the area of grammar Each component of the scoring rubric ranges from to and the highest score students can receive is 20 To get raters ready and facilitate the rating process, the researcher explained the purpose of the research and each component of the scoring rubric and let them have a chance to rate a sample writing Based on the results, she and the raters had an opportunity to exchange and discuss ideas on how to increase reliability and validity in the rating process 3.2.2 Writing Conferences Students were invited to attend writing conferences four times throughout the semester Each writing conference was held in the researcher’s office for approximately 40 minutes after students submitted each writing assignment Specifically, each writing conference progressed from general to specific In the beginning of each writing conference, the professor usually asked students to explain difficulties they encountered in writing each assignment and then slowly narrowed down the scope and focus of Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 261 writing conferences to what was most needed and important In addition, she was flexible and supportive throughout writing conferences to create an atmosphere where students could participate actively All the writing conferences were recorded and later transcribed 3.2.3 Interviews To understand how students generally feel about writing conferences, structured interviews were carried out in the researcher’ office for approximately 40 minutes at the end of the semester, recorded, and later transcribed (See Appendix B for Interview Questions) Results and Discussion 4.1 Students’ Perceptions about Writing Conferences In general, students expressed that discussing their writing with the professor in the form of writing conference was a new and valuable experience in that they felt that they were allowed to things, such as asking questions, discussing ambiguous areas, and solving problems with the professors which lacked in a somewhat teachercentered classroom environment they were accustomed to They also expressed that this experience was effective in the process of learning writing in many ways and among them, some salient issues were categorized in the following two areas: taking charge of their own learning and becoming aware of their own learning process 4.1.1 Taking Charge of Their Own Learning Many of the students expressed that their role as students had been dramatically changed from passive recipients of knowledge to active participants in their learning process It is different as you know, we Korean students sat in class and listened to what the teacher said back in high school even at university level, Korean 262 (제12권 제1호) students are kind of passive during class but it feels like I a lot of things with the professor during conferences (Interview with Student A) My perspectives about learning changed in the past, I thought that learning is solely teachers’ responsibilities because they all the things during the learning process but as conferences went on, I saw myself doing things in the process like asking questions, clarifying what the professor said (Interview with Student C) During conferences, I always felt that I was good taken care of It is like somebody is there for me (laughter) what is good about it is that unlike the past, I always feel confident about my writing because I know that I can discuss my weaknesses with the professor (Interview with Student E) P : Do you think the structure you have here is correct? S : Um not sure something’s wrong? P : Yeah, I guess you know what is wrong but you made a mistake because you are not used to writing in English S : Maybe I guess this I mean there is something wrong in the main clause or um here? (Writing Conference with Student B) S : OK Then you mean my topic sentence is kind of weak? P : Yes S : Can you tell me why? P : Your topic sentence is too broad Remember the exercise we worked on during class? S : You mean the exercise figuring out which one is a good topic sentence? (Writing Conference with Student A) As shown in the data, the dialogic nature of writing conferences created an environment where students could participate actively and express their ideas, which in turn promoted autonomy among students As students expressed, they were getting responsible for their own learning by asking, clarifying, confirming, and discussing 269 Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes because she introduced her mother by describing her duties and responsibilities as a teacher, which was an effective way of creating supporting sentences In case of student B, participating in writing conferences was especially conducive to organizing effective supporting sentences in academic writing 4.2.3 Student C In the first writing conference, student C’s paragraph was much too short without a concluding sentence P : You described your friend in this paragraph um good but something is missing You know that? S : Is it too short? P : Yeah Do you think why it is too short? S : Maybe I did not fully describe him? P : Yeah also where is your concluding sentence? It is missing S : Um yeah it is (Writing Conference with Student C) In the very beginning, the professor and student C discussed components of a good paragraph with some grammatical errors However, he showed improvement in organizing a paragraph with the proper components of an effective paragraph as conferences progressed Areas Focused during Writing Conferences with Student C Writing Writing Writing Writing Conference Conference Conference Conference Organization TS/SS/CS CS SS/CS SS Word Choice WW/L1 WW/L1 WW/L1 WW F A/F A/P F/ Areas Grammar & Mechanics Like students A and B, student C made mistakes in the areas of wrong words and L1, which might be an indication that he used Korean as a base for producing what he 270 (제12권 제1호) wanted to express in English In addition, the concept, fragment, was often discussed to raise an awareness that a sentence should have at least a subject and a verb In pretest, his paragraph was not well-structured without topic and concluding sentences In addition, there were some unrelated sentences in his supporting details with grammatical errors, such as fragment and number Results of Pre and Post Tests from Student C Pretest Posttest Raters Rater A Rater B Rater C Rater A Rater B Rater C Topic Sentence 1 Supporting Sentences 3 4 Concluding Sentence 1 1 1 Word Choice 2 2 2 Grammar/Mechanics 1 1 1 Total 8 11 12 11 Average 11.3 Although his scores did not improve a lot, his paragraph was somewhat wellstructured compared to that in the pretest because it had a topic sentence and effective supporting sentences Like other students, although his scores in word choice, grammar, and mechanics remained the same, he did not make similar errors discussed during writing conferences Overall, it was shown that his experience of working on paragraphs with the professor through writing conferences was somewhat helpful in understanding how to organize a good paragraph 4.2.4 Student D Unlike other students, there were not salient grammatical errors in her writing samples throughout the semester except some repetitive errors on punctuation 271 Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes Areas Focused during Writing Conferences with Student D Writing Writing Writing Writing Conference Conference Conference Conference Organization TS/SS/CS SS SS TS Word Choice WW WW L1 WW S/P F/P Areas Grammar & Mechanics C/F/P For instance, most of the time was spent discussing how to create effective supporting sentences without dealing with any grammatical errors during writing conference P : Your writing seems good but can you tell me the difference between the first reason and the second reason your friend likes online shopping easy to search products and time-efficient S : Um I think they are different not very different? P : Also here you got similar examples to support the first and the second reasons like search products without going abroad and get goods from other countries S : Um yeah similar Then I have to reorganize the reasons why she likes online shopping? P : Yeah that is a good way to make your supporting sentences strong (Writing Conference with Student D) As shown in the data, the professor focused on how to structure her supporting sentences in a coherent way by hinting that having a one comprehensive reason is better than having two similar reasons Like other students, both the professor and student D worked on how to come up with context-appropriate words throughout conferences In case of student D, there was a clear discrepancy of her performance in test and non-test situations As mentioned above, she usually brought well-organized paragraphs to writing conferences but her performance in test situation was much lower than that in non-test situation 272 (제12권 제1호) Results of Pre and Post Tests from Student D Pretest Posttest Raters Rater A Rater B Rater C Rater A Rater B Rater C Topic Sentence 1 3 Supporting Sentences 2 Concluding Sentence 1 1 1 Word Choice 2 2 2 Grammar/Mechanics 1 1 1 Total 7 10 Average 6.7 Throughout writing conferences, the way a paragraph was structured and some local errors were dealt with because her paragraphs were well written compared to those of other students However, her paragraphs in test situation lacked necessary components of an effective paragraph with lots of grammatical errors Although her scores improved a bit, it was shown that writing conferences did not play a crucial role in improving her writing performance in contrast to other students 4.2.5 Student E What was interesting about student E was that she played a leading role during conferences by frequently asking questions to confirm if what she wrote was correct S : I compare living at a dormitory with living at an apartment in my comparison paragraph these expressions are OK? P : Yeah S : Is there any way I can express these in another way? P : Of course there is how about living on campus and living off campus? S : Here what I am trying to say is curfews at a dormitory I wrote it this way but I think it is not OK Do you think I need to revise it? (Writing Conference with Student E) 273 Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes For instance, when she thought words and/or phrases she used in her writing samples were not related to context, she asked questions and for help to refine her paragraphs as shown in the data Areas Focused during Writing Conferences with Student E Writing Writing Writing Writing Conference Conference Conference Conference Organization TS/SS/CS SS SS SS Word Choice WW WW WW WW/L1 F/N/P C/P Areas Grammar & Mechanics C/F/P Overall, the main areas discussed were ways of creating effective supporting sentences, wrong lexical choice, and minor grammatical errors, such as capitalization, fragment, number, and punctuation In pretest, student E wrote a paragraph consisting of only sentences without topic and concluding sentences According to one of the raters, her paragraph in pretest looked like a series of unrelated sentences Results of Pre and Post Tests from Student E Pretest Posttest Raters Rater A Rater B Rater C Rater A Rater B Rater C Topic Sentence 1 4 Supporting Sentences 2 4 Concluding Sentence 1 Word Choice 2 2 Grammar/Mechanics 1 1 1 Total 7 14 14 14 Average 6.7 14 274 (제12권 제1호) On the contrary, she created a well-organized paragraph with some local errors in posttest For instance, there were clear topic and concluding sentences and all the supporting sentences were related to the topic However, she made the same errors discussed during writing conferences, such as punctuation and fragment in her posttest All in all, holding a writing conference was helpful for her in understanding how to organize an effective paragraph Overall, we can see that holding a writing conference can more benefit students than commonly used written feedback because it can facilitate students’ active participation through negotiation of meaning and make students responsible and autonomous in their learning process, which usually lacks in the process of giving and receiving written feedback Conclusions and Pedagogical Implications The overall results of the study revealed that holding a writing conference was beneficial to students in that students came to realize that they took charge of their own learning It eventually led to develop a sense of autonomy in their learning process and they became aware of their own learning strategies employed in the process of writing In addition, writing conferences had a positive effect on students writing performance, especially on how to organize an effective paragraph Three of the participating students showed an improvement in creating an effective paragraph but the scores of the remaining two students did not improve much although they improved a bit Specifically, all the students produced much better paragraphs in posttests in terms of organization but their scores on word choice, grammar, and mechanics remained pretty much the same What was interesting was that the student who was active in asking questions and for help during writing conferences showed much improvement among all the participating students Like students in previous studies (Goldstein & Conrad, 1990; Patthey-Chavez & Ferris, 1997; Williams, 2004), it showed that the efficacy of holding a writing conference depended on how actively and enthusiastically students participated in writing conferences and the type of interactions during writing conferences did influence students’ overall writing performance Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 275 Based on the results of the study, the following suggestions were made First, professors should hold a writing conference where they can prepare students to think independently in a cooperative atmosphere For those who not have the time nor the space to meet their students individually, holding a mini-conference during class where professors hold a conference with a student and the remaining students work on their writing is a good way to implement writing conferences In addition, holding an online conference where professors and students discuss students’ writing samples is available Second, more attention should be paid to how to better embed grammar, mechanics, and word choice in writing instruction For instance, professors should not provide feedback on all errors in a piece of writing but focus on several errors they consider as most needing attention To decide which errors most deserve attention, professors should consider student variables, such as metalinguistic knowledge and proficiency level Third, to make students ready for and active during writing conferences, professors should provide a guideline which can show characteristics and purposes of writing conferences, and the respective roles of the participants Another way to increase students’ participation is holding a peer revision session where they can discuss their writing with their peers right before writing conferences and it might offer students a chance to glance at questions and/or areas they will discuss during writing conferences Last but not least, the university should also make an effort to lessen a burden on professors and students In fact, holding a writing conference is not an easy task in Korea because professors usually teach large classes consisting of approximately 20 to 30 students and all the students not prefer to spend the extra time to work on their writing out of class By establishing an English writing center where students voluntarily stop by and get assistance from writing experts as they experience during writing conferences can be an effective alternative to writing conferences In addition, the university can assign a teaching assistant to each class through which students can receive similar assistance as they during writing conferences Given the benefits of writing conferences, writing conferences should be widely practiced and researched with a larger sample and creative methods of implementing writing conferences, such as comparing online and face to face conferences, analyzing how interactions are structured during writing conferences and its impacts on students’ 276 (제12권 제1호) writing performance, and comparing a group of students who participate in writing conferences and a group of students who only received written feedback to see which group is more able to retain the instructional strategies Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 277 References Anderson, N (2005) L2 learning strategies In E Hinkel (ed.), Handbook of research in second language teaching and learning (757-771) Mahwah, NJ: Lawrence Erlbaum Associates Chamot, A (2005) “Language learning strategy instruction: Current issues and research”, Annual Review of Applied Linguistics 25, THE AMERICAN ASSOCIATION OF APPLIED LINGUISTICS, 112-130 Chang, H K (2003) “Action research on 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ENGLISH, 213-230 McDonough, S (1999) “Learner strategies”, Language Teaching 32, CAMBRIDGE UNIVERSITY PRESS, 1-18 O’Malley, J., Chamot, A., Stewner-Manzanares, G., Russo, R., & Kupper, L (1985) “Learning strategies applications with students of English as a second language”, TESOL Quarterly 19, TESOL INTERNATIONAL ASSOCIATION, 557-584 Park, L E (2008) “Implementing conferences in a Korean EFL writing class: The impact of the negotiated input”, Korean Journal of Applied Linguistics 24(3), THE KOREAN ASSOCIATION OF TEACHERS OF ENGLISH, 373-394 Patthey-Chavez, G G., & Ferris, D R (1997) “Writing conferences and weaving of multi-voiced texts in college composition”, Research in the Teaching of English 31, NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 51-90 Seo, H J (2010) Analyzing interaction of student teacher writing conference Unpublished Master’s Thesis Chungang University, Seoul, Korea Strauss, S., & Xiang, X (2006) “The writing conference as a locus of emergent agency”, Written Communication 23(4), SAGE PERIODICALS INC, 355-396 Williams, J (2004) “Tutoring and revision: Second language writers in the writing center”, Journal of Second Language Writing 13, JAI, 173-201 Yu, Ho-Jung (2011) “Interactional dynamics and effects of online writing conference in an EFL writing class”, English Language and Linguistics 17(3), THE ENGLISH LINGUISTICS SOCIETY OF KOREA, 143-168 ※ 이 논문은 2018년 1월 20일에 투고 완료되어 2018년 1월 25일 편집위원회에서 심사위원을 선정한 뒤 2018년 2월 12일까지 심사를 완료하여 2018년 2월 14일 편집위원회에서 게재가 결정된 논문임 Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 279 Appendix A Scoring Rubric for Tests is complete & is not effective at introduces the introducing the topic topic have or more have 4-5 have 3-4 supporting supporting supporting supporting sentences that sentences that sentences that sentences that relate to the topic relate to the topic relate to the topic relate to the topic sentence sentence sentence sentence is well written, Topic correctly placed, Sentence & introduces the topic Supporting Sentences Points is unclear incomplete, & not introducing the topic have 0-2 is clear, Concluding Sentence complete, is complete, is not complete sums up the relates to the or does not No clear paragraph & topic sentence, relate to the topic conclusion relates to the but simple sentence topic sentence Writers use The choice Word Choice of the words seems accurate & natural words that Some words communicate are used somewhat inaccurately clearly but the paragraph lacks variety Writers use a limited vocabulary that does not communicate strongly Paragraph Paragraph has Paragraph has Paragraph has has no errors or errors or errors or more errors Mechanics in grammar, in grammar, in grammar, in grammar, & Grammar punctuation, punctuation, punctuation, punctuation, capitalization, & capitalization, & capitalization, & capitalization, & spelling spelling spelling spelling Total Points Comments : _ 280 (제12권 제1호) Appendix B Questions on Interviews How you feel during writing conferences we had throughout the semester? Do you think holding a writing conference with the professor is helpful in improving your writing skill? If so, explain why Do you think holding a writing conference with the professor is helpful in improving your writing skill? If not, explain why Have you had any problem of participating in a writing conference? Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 281 Abstract Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes Yang, Taesun(Korea University) The purpose of the study was to investigate students’ general perceptions about a student-professor writing conference which had not been widely practiced in Korea and its impact on students’ writing performance A professor and university students including male and female students who took a general English writing class at A university were the participants of the study To understand how students perceived a student-professor writing conference, semi-structured interviews were carried out and writing conferences and pretest and posttest were conducted to see the role of writing conferences in students’ process of learning writing and its influence on their writing performance The results revealed that holding a writing conference was beneficial to students in that it could help students develop a sense of autonomy in their learning process and become aware of learning strategies employed in the writing process Furthermore, writing conferences had a positive influence on students writing performance, especially on how to organize an effective paragraph The following suggestions were made based on the results of the study First, professors should implement writing conferences in their instruction Second, more attention should be paid to how to successfully embed grammar, mechanics, and word choice in writing instruction Third, professors should offer students a guideline which can show characteristics and purposes of writing conferences, and the respective roles of the participants in order to make them ready for and active during writing conferences Lastly, the university should also make an effort to lessen a burden on professors and students by establishing an English writing center 282 (제12권 제1호) and providing teaching assistants General English Writing Classes, Student-Professor Writing Conferences, Writing Skills, a Sense of Autonomy, Learning Strategies Students’ Perceptions about and Effects of Student-Professor Writing Conference in General English Writing Classes 283 초록 교양영어 쓰기 수업에서 학생-교수자 작문 콘퍼런스에 대한 학생들의 인식과 효율성 양태선(고려대학교) 본 연구는 한국에서 보편적으로 실행되지 않는 학생-교수자 작문 콘퍼런스에 대한 학생들의 인식과 이것이 학생들의 작문 실력에 미치는 영향을 연구하였다 A 대학의 교수와 교양영어 쓰기 강의를 수강했던 남학생 두 명과 여학생 세 명이 이 연구에 참여하였다 작문 콘퍼런스에 대한 학 생들의 인식을 조사하기 위해 반 구조적 인터뷰를 실시했고, 작문 콘퍼런스가 학생들의 글쓰기 과 정 및 작문 실력에 미치는 영향을 파악하기 위해 작문 콘퍼런스와 사전 테스트 및 사후 테스트를 실시했다 작문 콘퍼런스는 학생들의 학습 과정에 있어서 자율성을 기르고 쓰기 과정에서 활용되는 학습 전략을 인식하는 데 도움이 된다는 결과가 도출되었다 또한, 작문 콘퍼런스는 학생들의 작문 실 력, 특히 효과적인 단락 구성에 긍정적인 영향을 미쳤다 이를 바탕으로 몇 가지 제안 사항이 도출 되었다 우선 교수법 일환으로 작문 콘퍼런스가 시행되어야 한다 둘째, 문법 및 어휘 선택을 성공 적으로 작문 수업에 포함시키는 방법에 더 많은 주의를 기울여야 한다 셋째, 학생들이 작문 콘퍼 런스에서 활동적으로 참여할 수 있도록 작문 콘퍼런스의 특성과 목적, 참가자 각자의 역할을 보여 줄 수 있는 지침을 제공해야 한다 마지막으로, 대학은 영어 작문 센터를 설립하고 조교를 제공함 으로써 교수와 학생들의 부담을 줄이기 위해 노력해야 한다 교양영어 쓰기 강의, 학생-교수자 작문 콘퍼런스, 쓰기 능력, 자율성, 학습전략