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의식고양 과업이 한국 대학생들의 영어 요청 수행에 미치는 장기적 효과
문영인 담화·인지언어학회 2018 담화와 인지 Vol.25 No.1
This is a preliminary study to find out the long-term effects of consciousness-raising tasks on the performance of English speech act of requests by Korean university students. 28 English-major university students participated in the pre-test where they performed requests in a discourse completion task. Their requests were subsequently used as Korean learners’ samples in the consciousness-raising task. In the consciousness-raising task, the participants were asked to compare the Korean learners’ samples with those produced by English native speakers. They were then asked to choose most appropriate requests produced by English native speakers and provide the reasons for selecting them. Finally, they were asked to write down specific English expressions that they thought were useful. From the analysis of the consciousness-raising task worksheet, the features that the participants had noticed were identified. After 8 weeks, a delayed post-test was conducted to see if the features noticed were maintained and reflected in the participants’ English request performances. The long-term effects of the consciousness-raising task were mainly found in the use of strategies rather than specific English expressions.
L2 에세이 쓰기 과정에 나타난 쓰기 계획의 성격 : 브레인스토밍과 아웃라인을 중심으로
문영인 한국외국어교육학회 2019 Foreign languages education Vol.26 No.1
This study is to describe the nature of planning as a cognitive writing process in L2 writing. It aims to examine how Korean EFL learners generate ideas and organize them. It also investigates the relationship between planning and the final product. Given a worksheet for planning, 39 university students were asked to write an argumentative essay during class. Based on their planning notes, five brainstorming types were identified: using the prompt/writing the position, mini-outlining, listing, mind mapping and free writing (in the order of frequency). In addition, the dominant use of L1 was found both in the brainstorming and the outlining. It was found that there was no statistically significant correlation between the amount of brainstorming and the quantity and quality of L2 writing. Only the amount of brainstorming in L2 had a statically significant correlation with the quantity of L2 writing (but not with the quality of L2 writing). In the case of outlining, a statistically significant correlation was found between its amount and the quantity of L2 writing. However, no statistically significant correlation was found between the amount of outlining and the L2 writing quality.
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.
Short-term Effects of Automated Writing Feedback and Users’ Evaluation of Criterion
문영인,배주경 한국응용언어학회 2011 응용 언어학 Vol.27 No.4
This study aims to investigate short-term effects of automated writing feedback by comparing the university students’ essay drafts with their subsequent revisions. The results showed that about 56% errors were changed successfully from the Criterion feedback. For the rest, some students changed errors on their own without the Criterion feedback, others changed the errors unsuccessfully, and still others made no changes for various reasons. In addition, 18% of the Criterion feedback turned out to be wrong. When the students received the wrong feedback, they made unsuccessful changes up to 38%. Therefore, it was suggested that students should review and interpret the feedback critically. Finally, due to the nonspecific nature of the Criterion feedback in the organization/development trait, students rarely made changes on these dimensions. Since automated writing evaluation systems do not provide individualized feedback at the discourse level, the students reported in the questionnaire that they needed the teacher feedback and conference on the content and organization.