테크놀로지를 활용한 과업 중심의 L2 이중모드 협력적 글쓰기에 대한 대학생들의 성찰

문영인 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.-

This study reports the results of an open-ended questionnaire on the experiences of Korean university students who worked on task-based L2 bimodal collaborative writing enhanced by technology. Thirty-six English major students developed a reading text for 2nd-grade middle school students. Using Microsoft TEAMS as the main platform, participants conducted the collaborative writing task using real-time video conferencing, chatting, commenting, file and image posting, and (a)synchronous feedback/revision functions. Participants 1) used multiple tools to maximize their functions, 2) interacted collaboratively in every writing stage to achieve success, and 3) evaluated the quality of collaborative writing more highly than individual writing and perceived the positive impacts of collaborative writing on L2 writing in audience awareness, paraphrasing technique, and linguistic expressions. The levels of visual editing skills and awareness of online image copyright among students varied.

More LREs, Better Written Products: L2 Learning through Collaborative Dialogue

( Eunhee Park ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.2

The purpose of this study is to investigate the role of collaborative dialogues in second language learning as well as the effectiveness of collaborative writing in EFL classrooms for low proficiency learners. This article describes the products and processes of collaborative writing in small groups for six weeks. The participants were eight Korean technical high school students divided into two groups of four. The students’ written products were analyzed by means of fluency, accuracy and complexity. Results showed that the fluency and accuracy of the written texts by the two groups improved significantly. With regard to complexity, the number of T-units increased while that of dependent clauses did not. The learners’ collaborative dialogues during the writing process were examined in terms of language-related episodes (LREs). The amount of the learners’ LREs increased in both groups during the research period. When compared, the amount of LREs and the quality of the written product in each group was positively correlated. The linguistic knowledge that was built up through collective scaffolding was identified in the learners’ subsequent written products. The findings of the present study implicate that more EFL teachers need to consider collaborative writing as an essential part of L2 learning.

The effects of collaborative summary writing on university students’ L2 writing development

노경주 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.1

The purpose of the study is to investigate the effects of collaborative summary writing on Korean university students’ second language (L2) writing development. Twenty-seven students were divided into control group (CG) and experimental group (EG), both of which were taught by the researcher with the same syllabus and textbook. Students in both classes were asked to do a short summary of a news article at the beginning of the class. CG students summarized individually and EG students underwent collaborative summary writing in pairs. The summaries were analyzed for L2 development using the L2 Syntactic Complexity Analyzer on nine syntactic structures and fourteen syntactic complexity indices. Significant gains were noted for both CG and EG after the summary writing treatment in terms of length, amount of coordination, degree of phrasal sophistication, and overall sentence complexity. Subsequent statistical analysis on the significant differences in gains made by the two groups showed EG used more coordinate phrases, coordinate phrases per T-unit, and verb phrases per T-unit, but less T-units per sentence, all of which indicate higher L2 development. Finally, pedagogical implications are discussed in the final section of the paper.

Language Learning Potential of Writing in Foreign Language

김진수 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.4

Thanks to the increased attention on the role of writing in languagedevelopment, many empirical studies in L2 writing have confirmed at leastsome degree of facilitative roles of writing in enhancing second languageacquisition. The main hypotheses of these studies are that L2 writingoffers opportunities for learners to test their language hypotheses throughwritten output, to reflect on their use of language through collaborationduring writing, and to analyze language use during feedback process, whileusing the target language in communicative ways. The purpose of thepresent study is to review and synthesize findings from empirical studieson the roles of writing in an additional language in facilitating languagelearning. For this purpose, this paper connects relevant issues in recentL2 writing research to see how L2 writing provides contexts for languagelearning and reviews findings from recent empirical studies in terms ofhow collaborative L2 writing facilitates language learning process and whattype of written corrective feedback provides better environment for L2learning, based on the writing-to-learn a language (WTL) framework, inthe later part of the paper.

Language Learning Potential of Writing in Foreign Language

( Jinsoo Kim ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.4

Thanks to the increased attention on the role of writing in languagedevelopment, many empirical studies in L2 writing have confirmed at leastsome degree of facilitative roles of writing in enhancing second languageacquisition. The main hypotheses of these studies are that L2 writingoffers opportunities for learners to test their language hypotheses throughwritten output, to reflect on their use of language through collaborationduring writing, and to analyze language use during feedback process, whileusing the target language in communicative ways. The purpose of thepresent study is to review and synthesize findings from empirical studieson the roles of writing in an additional language in facilitating languagelearning. For this purpose, this paper connects relevant issues in recentL2 writing research to see how L2 writing provides contexts for languagelearning and reviews findings from recent empirical studies in terms ofhow collaborative L2 writing facilitates language learning process and whattype of written corrective feedback provides better environment for L2learning, based on the writing-to-learn a language (WTL) framework, inthe later part of the paper.

The Effects of Online Collaborative Writing and TOEIC Writing Test- Preparation on L2 Writing Performance

Daniel R. Bailey,Christopher Judd 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.2

This paper compares the effects of Online Collaborative Writing (OCW) and the Test of English for International Communication (TOEIC) writing training on second language (L2) writing performance with respect to lexical variation, syntactic complexity, and writing accuracy between two groups of South Korean university students. Treatments consisted of OCW through posting in private Facebook groups, while students in the TOEIC group practiced answering TOEIC writing questions. In addition to tracking changes in L2 writing performance, this study investigated the efficacy of OCW towards TOEIC writing goals outside the context of explicit TOEIC writing training in order to provide additional modes of preparation for the TOEIC test. This quasi-experimental study, conducted over an eight-week period, collected writing samples from a pre- and post-writing task consisting of items that are conceptually similar to both OCW and TOEIC writing questions. Results revealed students in the OCW group increased in L2 writing accuracy at a statistically significant level indicating social media platforms like Facebook can assist students in meeting the accuracy criteria of the TOEIC writing test. Both groups wrote fewer adjectives in task 2, but the decrease was only statistically significant for the TOEIC group. Pedagogical implications and future research directions are discussed.

The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students

윤서영,이충현 한국멀티미디어언어교육학회 2010 멀티미디어 언어교육 Vol.13 No.2

The purpose of this study is to investigate the students’ perspectives and effectiveness of blended learning in L2 writing. Forty seven university students participated in two L2 writing classes. The data for this research was collected for 16 weeks. Data sources included questionnaire, pre-test, midterm examination, and post-test. The results are as follows: 1) the students’perspectives for blended learning were positive and the students considered it useful, helpful for improvement, and motivating in general. The students were very satisfied with both technological aspects and pedagogical aspects,particularly with interaction enabled through blended learning; 2) blended learning had positive effects on L2 writing, and there was an overall increase of test scores; 3) blended learning in L2 writing was found to be effective in mechanics, content, organization, and structure; and 4) there were no significant gender differences in general. Based on the findings, it seems that blended learning in L2 writing promotes learner interaction, learner autonomy, and collaborative learning. Follow up researches with more subjects in various levels using the model for Blended Learning in L2 Writing (BLW) is suggested.

Using a Lexical Bundle Approach to Examine Learner Texts in a Classroom-Based Study

Meixiu Zhang 한국코퍼스언어학회 2019 Corpus Linguistics Research Vol.5 No.-

A growing body of research has indicated that a lexical bundle approach is effective in capturing the phraseological variation in texts across registers and writing proficiency levels. However, research to date has rarely employed such an approach to analyze small-scale learner writing produced in classroom-based L2 research. In response to Reppen’s (2016) call for promoting the connection between corpus linguistics and language teaching, this study employed a lexical bundle approach to examine the phraseological variation in learners’ co-constructed texts produced in collaborative writing tasks implemented in two task conditions (L1 versus L2 interaction) in EFL classrooms. The results indicated that a lexical bundle approach was able to identify similarities and nuanced differences in the use of formulaic linguistic patterns in a small collection of learner writing produced in the two task conditions. Specifically, learners in the L2 interaction task condition employed more verb phrase based formulaic expressions in their collaborative texts than those in the L1 interaction condition, which may have rendered their texts less academic-like. In addition, learners relied more on longer strings of words (5-word lexical bundles) to express obligation and call for actions in the L2 interaction condition. Methodological and pedagogical implications were discussed.

Collaborative Writing in L2: Its Effects, Student Perspectives, and Teaching Strategies

이윤경 한국영미어문학회 2013 영미어문학 Vol.- No.108

Although pair/group work is commonly used in language classrooms, very few studies have examined the value of joint work throughout the writing process. The current study thus investigated the effects of collaborative writing, student perspectives, and relative teaching strategies in L2 learning. The study involved 20 ESL first year students at a middle sized state university in the United States. Of the 20 students, 14 worked in pairs and 6 worked individually. All completed compositions were collected and 12 students who were involved in the joint writing were interviewed. The writing and student interview were analyzed using a mixed method. The results indicated that the collaborative writing had an overall significant effect, especially in the areas of content, organization, and vocabulary. Most students perceived the joint writing as a useful experience and a source of learning for them, while a few students preferred to choose or change the partner in the future. Based on the results of the study, pedagogical strategies are discussed.

College Students’ Expectations and Improvements about Writing via a Student Writing Club

유호정 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.4

This study aimed at investigating L2 students’ writing expectations and improvements in a student writing club. Twelve students specializing in English Education at a university in Jeonbuk Province were served as participants for this study. Primary data from two surveys, interviews, and three writing tests were analyzed to demonstrate the students’ improvements through the writing club, and supplementary data, such as email exchanges, periodical oral conversations, and all of the documents on their Internet site, were served to understand the context of the writing club. The research findings showed that the writing club helped the students to have numerous learning benefits, such as writing habit, confidence, critical thinking, better awareness of audience, reading ability, extended background knowledge, learning transfer, strategies in peer feedback, and progress in writing, to just name a few. It is also implied that a collaborative writing group, whether it is classroom-based or student-initiated, is so practical that writing practitioners can promote learners’ writing advancement.