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인터넷 카페를 활용한 영작 스터디 그룹에 관한 사례 연구 : Elbow(1998)의 'Teacherless writing class' 모형의 온라인 적용 원문보기

  • 저자

    김광수

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    임현우

  • 발행년도

    2014

  • 총페이지

    113 p.

  • 키워드

    인터넷 카페 영작 스터디 그룹;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538898&outLink=K  

  • 초록

    A Case Study of Techerless Online English Writing Study Group Along with the vigorous pursuit of practical English use, the Internet has been taken into greater consideration as a supportive educational arena for English learning. Leaner autonomy and collaborative learning activities constitute the essential driving forces for the web-based instruction. Underscoring the importance of such factors, the web-based learning and teaching helps fuel the acquisition of the English language. However, less interests and emphasis have been placed on English writing than any other language skills. Thus, online learning environments need to be carefully designed to draw the learners' attention to English writing and raise their awareness of its importance. This study was designed to develop a teacherless online writing class based on the characteristics of the Elbow(1998)'s Teacherless Writing Class. With five EFL learners(university graduates) invited, this study examined their performances in English writing activities including weekly free writing and peer feedback activities. Then, the observation and analysis was made use of to explain the degree to which the teacherless online writing class was useful. Data for this study consisted of 1) the scores of participants' writing outputs measured by an analytic evaluation rubric and a syntactic maturity evaluation, 2) the amount of words in participants' feedback and the content analysis of participants' feedback, 3) the questionnaire survey of measuring changes of three emotional factors including 'Motivation(to learn)', 'Language Anxiety' and 'Attitudes towards the Learning Situation', and 4) the post-research interview regarding participants' overall thoughts on this teacherless online writing class. The results of the English writing competence evaluation suggested that participants would be thought to need much more time and effort for further development of the English writing competence in that they were already advanced learners of English. In addition, the findings from participants' peer feedback performances indicated that participants were likely to decide as much the amount of feedback as their peer learners offered in advance. On the other hand, in terms of feedback types, the 'opinion exchange and experience sharing' type was overwhelmingly superior to any other feedback types in appearance frequency. In contrast, the 'form-based feedback' type occurred most rarely. Finally, the results of the questionnaire survey and the post-research interview revealed that positive changes were made to all three affective factors. Such research findings bear a limit to be generalized in that the research group of 5 was too small in size. Nevertheless, the results can serve as reference data for follow-up studies for the reason that this study offers a sample which is most likely observable in the teacherless online writing class. In addition, it is suggested that this teacherless online writing class provides EFL learners with the newly developed learning space for English writing practice and proposes to ELT teachers a secondary and supplemental instructional means to make the goal of English writing class more achievable.


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