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RISS 인기검색어
- 검색키워드
- 저자 : Bailey. Daniel R. (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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Forum-Assisted Written Corrective Feedback : Fostering a Greater Focus on Writing Accuracy
Bailey. Daniel R. 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.2
This paper investigates the use of online forums to deliver written corrective feedback to better understand the influence that forum-assisted writing instruction has on writing accuracy. Forty-eight language students from a South Korean university were recruited. The students completed six writing activities using MOODLE forums. The forums allowed students to share compositions online and discuss their writing in class. The instructor downloaded first drafts from the forums and used the Microsoft Word © review tool to provide written corrective feedback. Students received a PDF version of their corrective feedback and were instructed to revise the original post. Students were required to read each other’s posts, and encouraged to reply to one another prior to proceeding classes. This study found that forum-assisted writing instruction increases writing accuracy and supports peer-to-peer review. Students with the poorest writing accuracy at the beginning of the course showed the greatest improvement while students who began with high accuracy improved the least. A pre- and post-survey were administered to better understand second language writing strategies and perceptions and how they relate to writing accuracy. Results from the survey indicate students enjoyed their writing assignments more and feared them less after completing the course.
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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.
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Predicting Effects of Learner Characteristics on Second Language Social Media Self-Efficacy
Bailey. Daniel R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.4
This study identifies the relationships between self-efficacy using online Social Network Services for Language Learning (SNSLL) and the learner characteristics of group (GAO) and individual (IAO) activity orientation learning styles, utility value (UV) towards SNSLL, and SNSLL performance. Furthermore, the effect of grade allocation and actual Facebook participation on SNSLL self-efficacy was identified. A group of 148 South Korean students completed pre- and post-treatment SNSLL writing tasks and were then administered a survey to measure the aforementioned constructs. The treatment consisted of an 8-week SNSLL supplementary writing program in which students participated in Facebook groups. Results showed that students who report higher levels of UV and IAO hold higher SNSLL self-efficacy beliefs; however, GAO did not predict self-efficacy, indicating SNSLL activities may offset the disadvantage IAO learners have been found to have with classroom participation grading (Crosthwaite, Bailey, & Meeker, 2015). Grade allocation showed no effect, while actual participation revealed moderate correlation with SNSLL selfefficacy. This study fills a gap in the existing literature with respect to our understanding of how students with Group (GAO) and Individual (IAO) Activity Orientation learning styles perceive their SNSLL self-efficacy as well as to what extent learner characteristics predict SNSLL self-efficacy beliefs.
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