| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 97 === The study aims to investigate the effects of model writing and creative writing on learning English composition for twelfth graders. Specifically, the writing performance of the model writing group (MWG) and the creative writing group (CWG) were compared. In addition, the two groups’ writing performance in the pre-study composition and the post-study composition were compared respectively. The MWG’s and the CWG’s responses to the writing instruction were collected and compared. Moreover, the two groups’ difficulties and gains in English writing were sampled and analyzed.
The subjects of the present study included 78 twelfth graders in Nan-Zih Senior High School in Kaohsiung City. The study was conducted for 14 weeks. Before the study, the two groups were required to write pre-study compositions. During the 14 weeks, the two groups received model writing instruction and creative writing instruction respectively. Both the MWG and the CWG were required to complete six English writing assignments. Moreover, the two groups had to participate in discussion and revise their assignments after each assignment. After the 14-week project, the two groups were required to write post-study compositions and answer questionnaires. Finally, the two groups’ English writing performance and their responses to the writing instruction were collected respectively and analyzed quantitatively and qualitatively.
The findings of the study are summarized as follows:
1. There is no significant difference between the effects of model writing and creative writing on the MWG and the CWG. It shows that the effects of model writing and creative writing on the two groups’ learning of English composition are similar. Nonetheless, there are significant differences between the writing performance of their pre-study compositions and that of their post-study compositions for both the MWG and the CWG. The results reveal that model writing and creative writing could help promote the subjects’ writing abilities.
2. The MWG and the CWG showed positive responses to English writing after undertaking model writing instruction and creative writing instruction respectively. The subjects also built confidence in English writing during the 14-week project.
3. The MWG and the CWG tended to show positive responses to the writing instruction. Despite that the two groups undertook model writing and creative writing respectively, both of the two groups considered that they benefited a lot from the writing instruction.
4. The MWG and the CWG had similar difficulties and gains in English writing. According to the subject responses, the two groups encountered difficulties in vocabulary, grammar, inspiration, and time management in writing. As for gains, the two groups expressed that improvement in grammar, enrichment in content and building confidence in English writing are significant.
On the basis of the study findings, it is suggested that language teachers employ vocabulary learning skills to enhance writing instruction. In this way, students may not encounter so many difficulties in expressing themselves in English writing. Last but not least, teachers can encourage students to read extensively. Students can learn English grammar, sentence structure and grammar through English reading. By doing so, students’ frustration in English writing may decrease and confidence increase.
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