Student and Teacher Perspective on Using Writing Conferences in EFL College Composition Classes
The purpose of this study is to investigate and describe the students’ and their teacher’s perspectives on the use of writing conferences that included group conferences and individual conferences in the multiple-drafting process. This study is based on face-to-face in-depth interviews with the instructor, a native English speaker, and nine selected student participants, relating to a composition course offered to forty-seven sophomores divided into two classes in the Applied Foreign Languages Department at a technological university in Taiwan. The study reveals that the majority of the nine selected students valued the writing conference activity highly, as did the teacher. A further finding suggested by the teacher is that teacher cooperation can be utilized in the EFL composition classroom. In general, the results of the study confirm that the students and the teacher experienced the positive effects of student-teacher writing conferences in this particular EFL context.
Keywords: Multiple-Drafting Process, In-Depth Interviewing, Teacher Cooperation, Student-Teacher Writing Conferences
Dr. Yueh-Chiu Fang
Associate Professor, Department of Applied Foreign Languages, National Formosa University
Dr. Hui-fen Lin
Associate Professor, English Department, National Kaohsiung Normal University