The purpose of this study is to investigate and describe the students’ and their teacher’s perspectives on using the multiple-drafting process in an EFL writing class. This study is based on face-to-face in-depth interviews with the instructor and nine selected student participants, relating to a composition course offered to forty-five junior college students divided into two classes in the Applied Foreign Languages Department at a technological university in Taiwan. The results reveal that all of the nine student participants valued the multiple-drafting process highly in helping them to improve their English writing. Similarly, the teacher participant supported his students’ perceptions. A further finding, suggested by the teacher, is that developing the students to become independent writers be encouraged. The discussion suggests that the adoption of the multiple-drafting process be worth taking into consideration in the EFL writing classroom to help students become independent writers as well as to develop learner autonomy.
|Keywords:||Multiple-drafting Process, In-depth Interviews, Independent Writer, Learner Autonomy|
Associate Professor, Department of Applied Foreign Languages, National Formosa University, Yun-lin County, Taiwan
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