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협동적 쓰기 활동이 중학생의 영어 쓰기 능력에 미치는 영향
김수월 ( Soo Wol Kim ),이정원 ( Jeong Won Lee ) 한국현대언어학회 2012 언어연구 Vol.28 No.1
The purpose of the study is to investigate the effects of collaborative writing activities (dictogloss and dialogue journal) on middle school students` English writing abilities. To fulfill the purpose, 95 students in the experimental group out of 194 students in total were asked to perform the two collaborative writing activities for the 15-week-treatment session. In evaluating students` writing products, an analytical scale was engaged which consists of content, organization, grammar & vocabulary, and mechanics. By comparing pre- and post-English writing test scores, the following conclusion was drawn: the collaborative writing activities were effective for the enhancement of the students` English writing proficiency. This finding indicates the importance of collaborative writing in teaching writing in EFL contexts. (Jeonmin Middle School & Chungnam National University)
협동적 쓰기 활동이 중학생의 영어 쓰기 태도에 미치는 영향
김수월 ( Soo Wol Kim ),이정원 ( Jeong Won Lee ) 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.2
The purpose of this study is to investigate the effectiveness of incorporating dictogloss and dialogue journal activities into middle school writing class with regard to student writing ability and attitude toward English writing. The study was implemented with 95 students in the experimental group drawn from 194 students in total. Study participants were assigned different writing activities and homework every week for a period of 15 weeks. Pre and post writing tests were administered in order to gauge the effectiveness of the dictogloss and journal writing activities. Furthermore, pre and post training questionnaires were provided to the students in order to ascertain whether students experienced a change in attitude toward English writing and cooperative learning. To evaluate students` writings, an analytical scoring method was used. It consists mainly of four categories: content, organization, grammar & vocabulary, and mechanics. Results indicate that the dictogloss and dialogue journal writing activities are effective in developing writing skills and encouraging students to write in English, while promoting positive attitudes toward English learning. These writing experiences facilitated an invaluable opportunity for authentic practice for the learner and lowered anxiety by providing freedom of subject matter and encouraging collaboration. (Dunwon Middle School & Chungnam National University)