Threshold level of English language proficiency for EFL writing: effect of the interaction between English language proficiency and Korean writing skills on Korean college students' EFL writing

168 Pages·1997·5.7 MB·English

by  Ryu, Hoyeol

THRESHOLD LEVEL OF ENGLISH-LANGUAGE PROFICIENCY FOR EFL
WRITING: EFFECT OF THE INTERACTION BETWEEN ENGLISH-
LANGUAGE PROFICIENCY AND WRITING SKILLS ON KOREAN
COLLEGE STUDENTS' EFL WRITING
By
HOYEOL RYU
A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL
OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
UNIVERSITY OF FLORIDA
1997
.
ACKNOWLEDGMENTS
I would like to express my deepest appreciation to my
advisor, Dr. Clemens L. Hall. Without his careful and warm
guidance, the completion of this research would not have
been possible. I also owe much to the rest of the committee
members. They have helped me find the right direction for
the research and the way to execute it with great patience
and kindness. In addition, I am grateful to the five Korean
professors who allowed me to conduct the study during their
class hours. They not only fully supported and guided my
research effort, but also showed great enthusiasm for
English education in Korean colleges and universities.
I can never forget the sacrifice and support my parents
have shown for my education. They have gladly endured
hardships for their son's future. The debt I owe them will
never be repaid. Finally, I thank my wife and daughter for
their patience and support. My wife and colleague, Jin-
Yeon, has shown great patience and support during the entire
research process. My little Kyong-Min has also contributed
to my research effort with her smiling face and never-ending
cheer
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TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS ii
LIST OF TABLES V
LIST OF FIGURES vil
ABSTRACT viii
CHAPTERS
1 INTRODUCTION 1
Statement of Problem 1
Significance of the Study 3
Rationale of the Study 5
Definition of Terms 9
2 REVIEW OF THE RELATED LITERATURE 11
Nature of Writing Skills 11
Nature of Foreign-Language Writing 21
Contrastive Rhetoric and Foreign-Language Writing 29
Transfer of Writing Skills across Languages 44
3 METHODS AND PROCEDURES 53
Null Hypotheses 53
Description of Subjects 54
Procedures 55
Measurement Instruments 59
Measurement Scoring 60
Data Treatments 63
4 RESULTS 68
Relationship between English-Language
Proficiency and EFL Writing Skills 68
Relationship between Korean and EFL Writing Skills 76
Multiple Regression Analysis 80
Summary and Conclusion 89
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5 DISCUSSION 91
Review of the Previous Chapters 91
Context of the Study 95
Discussion of the Results 100
Hypothesis 1 and 3 100
Threshold Level of English-Language Proficiency
for doing EFL Writing 100
Contrastive Rhetoric 110
Hypothesis 2 Ill
Hypothesis 4 115
Implications for Foreign-Language Writing Teaching 117
Communicative Competence and Foreign-Language
Writing 117
Analysis of Foreign-Language Writing Tasks 126
Limitations and Suggestions 130
APPENDIX A LETTER OF CONSENT TO STUDENTS 133
APPENDIX B LETTER OF CONSENT TO INSTRUCTORS 135
APPENDIX C WRITING TEST SHEET (TOPIC A) 137
APPENDIX D WRITING TEST SHEET (TOPIC B) 138
APPENDIX E SCORING PRINCIPLES FOR KOREAN AND
ENGLISH WRITING TEST 139
REFERENCES 148
BIOGRAPHICAL SKETCH 157
iv
1
LIST OF TABLES
Table Page
1 Language for Each Writing Topic 56
2 Correlation Coefficients between the Scores of
Each Section of the Michigan Test and the EFL
Writing Test Scores 70
3 Mean Scores of the Michigan Test and EFL
Writing Test by Each English-Language
Proficiency Group 71
4 Correlation Coefficients between the Michigan
Test and EFL Writing Test Scores for the
High and Low Scoring Groups on the Michigan
Test 74
5 Correlation Coefficients between Each Section
of the Michigan Test Scores and the EFL
Writing Test Scores for the High and Low
Michigan Test Scoring Groups 74
6 Correlation Coefficients between the Korean
and EFL Writing Test Scores for the Three
Different Michigan Test Scoring Groups 77
7 Correlation Coefficients between the Korean
and EFL Writing Test Scores on the Six
Scoring Categories for the Low and High
English-Language Proficiency Groups 79
8 Multiple Regression Analysis for
the Entire Subject Group 80
9 Multiple Linear Regression for the Entire
Subject Group 81
10 Multiple Correlation Coefficients for the
Entire Subject Group 82
11 Multiple Regression Analysis for the
Low English-Language Proficiency Group 84
V
12 Multiple Linear Regression for the Low
English-Language Proficiency Group 84
13 Multiple Correlation Coefficients for the
Low English-Language Proficiency Group 86
14 Multiple Regression Analysis for the
High English-Language Proficiency Group 86
15 Multiple Linear Regression for the High
English-Language Proficiency Group 87
16 Multiple Correlation Coefficients for the
High English-Language Proficiency Group 88
vi
LIST OF FIGURES
Figure Page
1 Murray's View of Writing Process 12
2 Cognitive Writing Process Model 14
3 Increase of EFL Writing Test Scores by
the Increase of the Michigan Test Scores 73
4 Effect of the Interaction between English-
Language and Korean Writing Skills on
EFL Writing Skills 105
5 EFL Writing Instruction Development 109
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Abstract of Dissertation Presented to the Graduate School
of the University of Florida in Partial Fulfillment of the
Requirements for the Degree of Doctor of Philosophy
THRESHOLD LEVEL OF ENGLISH LANGUAGE PROFICIENCY FOR
EFL WRITING: EFFECT OF THE INTERACTION BETWEEN ENGLISH
LANGUAGE PROFICIENCY AND KOREAN WRITING SKILLS ON KOREAN
COLLEGE STUDENTS' EFL WRITING
By
Hoyeol Ryu
August 1997
Chairman: Dr. Clemens L Hallman
Major Department: Instruction and Curriculum
Since English-as-a-foreign-language (EFL) writers face
both linguistic and rhetorical problems, English language
skills alone do not guarantee proficiency in EFL writing.
Writing is basically a process of cognitive problem-solving.
Studies comparing second- or foreign-language writing
process with that of first-language writing demonstrated
many similarities between first- and second- or foreign-
language writing process. However, the transfer of writing
skills from a first to a second or foreign language is
possible only when the writer possesses an adequate level of
second or foreign language skills.
viii
It was hypothesized in the present study that, if the
subjects reached a certain level of English language
proficiency, their writing skills would be more strongly
influenced by their native language, Korean, writing skills
than their English language proficiency. The results of the
study supported the hypothesis. When the subjects scored 51
or more points on the Michigan Test of English Language
Proficiency, while their EFL writing skills were
significantly correlated with their Korean writing skills,
the relationship between EFL writing skills and English
language proficiency was not significant. In contrast, for
those who scored less than 51 points, the relationships were
reversed. In addition, the present study also showed that
for the subjects whose Michigan Test scores ranged between
41 and 50 points, both the Korean writing skills and the
-English language proficiency were significantly correlated
with the EFL writing skills.
The results of the present study suggest that the focus
of EFL writing instruction should vary depending on the
students' English-language proficiency. For low English-
language proficiency students, the focus of EFL writing
instruction should be on developing their English-language
skills. For intermediate English learners whose English-
language proficiency and native-language writing skills are
significantly correlated with their EFL writing skills at
the same time, the focus of the instruction should be on
developing both English language and writing skills. For
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advanced English learners, the focus of the instruction
should be on developing their writing skills rather than
their English language skills. Finally, this study suggests
that a task of EFL writing consists of various communicative
components, and they should be carefully reviewed and
included in the curriculum.
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