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브이로그 활용 수업에서 말하기 전 단계 쓰기 활동이 대학생들의 영어 말하기 능력에 미치는 효과
진승희(Seung-Hee Jin) 한국영어어문교육학회 2022 영어어문교육 Vol.28 No.2
The present study aims to explore the effects of implementing writing as a pre-speaking activity in a social media-integrated speaking class on Korean EFL university learners’ speaking skills. It also tries to examine their attitudes and perceptions toward this new instruction. This study was conducted with fifty Korean university students during one semester. The participants were assigned to an experimental group (n=25) who engaged in writing as a pre-speaking activity in a social-media integrated speaking class and a control group (n=25) who received a traditional speaking instruction. To collect data, a pre- and post-speaking test and a survey on students’ attitudes and perceptions were implemented. A survey measured the participants’ overall learning experiences and affective attitude such as motivation, interest, confidence, and anxiety. The quantitative data was analyzed by t-tests while the qualitative data was analyzed by a coding procedure. The results presented that using writing as a pre-speaking activity has a positive effect on the students’ speaking proficiency and this new instruction is more effective than a traditional classroom. This study suggests that integrating wring as a prespeaking activity into a speaking course can be used as an effective teaching approach to improving speaking skills.
새로운 교육 도구인 페이스북(Facebook)을 이용한 EFL 글쓰기 수업
진승희 ( Seung Hee Jin ) 한국멀티미디어언어교육학회 2013 멀티미디어 언어교육 Vol.16 No.3
This study explores the promise and possibility of using Facebook as a new pedagogical tool to enhance college EFL learners` writing. Facebook is the most popular social networking site (Vaughan-Nichols, 2013) and its use in L2 learning is only beginning to emerge in the current literature (Jin, 2013). This study attempts to identify how Facebook use can be beneficial for EFL writing instruction. The research questions are 1) In what ways does using Facebook help to promote college EFL learners` development of writing? and 2) How do learners view the effectiveness of using Facebook for their writing instruction? This study employed a virtual ethnography approach and used qualitative interviews and a post-course survey as primary methods to collect data. The findings indicated that Facebook offered an effective online learning space for learners to actively engage in the course writing tasks. For example, it increased learners` motivation and confidence, decreased learners` anxiety of writing in English, and enabled various peer feedback and communicative writing. In addition, learners showed overall positive perceptions of using Facebook in their writing course. It suggests the positive possibility of using Facebook as a new pedagogical tool for EFL writing instruction.