LEARNERS’ ATTITUDES TOWARDS A VIGNETTE WRITING PROJECT

Abstract

For foreign language learners often have difficulty writing a story in the target language, a five-week vignette project in which participants were asked to write incomplete narratives was conducted. This paper aims at examining the participants’ attitudes towards the project, specifically in terms of their cognition, affect and behaviors. Two data collection instruments in the research included a five-point Likert scale questionnaire and semi-structured interviews, both of which were administered to the participants at the end of the project. The results suggest that the participants had positive perceptions towards the project by acknowledging its impacts on their language, skills, and feelings and stating their willingness to partake in other similar projects. Furthermore, several recommendations were also made by the participants in order to better the upcoming activities. It is hoped that the findings would allow teachers, students and those who are concerned with vignette writing to recognize its potential applications in language teaching and learning.