비대면 수업상황의 교양과목 글쓰기 활동결과와 개선 방향

Abstract

In the situation that untact class was provided for COVID-19, this researcher allowed students to do writing activity to improve their writing skills and analyzed the effectiveness of it. Keeping pace with the unexpected transition to the untact condition, this author selected writing activity preferentially setting a goal to obtain usefulness equivalent to that of previous face-to-face writing activity. Also, by analyzing the findings, this study is aimed to explore how to enhance writing activity. About the untact writing activity, this researcher examined students’ recognition on writing through preliminary investigation first, and after the writing activity, the instructor gave feedback by editing their products. In addition, with a survey on satisfaction, this author measured how the writing activity had influenced students’ writing skills. Since all the processes needed to be done untact, this researcher tried to obtain the efficiency of the untact activity by presenting patterns that could support their writing processes and lessening their burden of writing. According to the results of the untact writing activity, students’ errors can be divided into two categories. The first is made in the process of designing a writing, and the second is found in the main body. Most of the errors made in the process of designing a writing were closely associated with topic establishment or final outline writing. How students changed after the activity could be examined through the preliminary investigation and survey on satisfaction. The two surveys were done both anonymously. In the preliminary survey, most of the students answered that they were aware of the importance of writing but not confident in it. Also, they positively answered that they would participate in any program to improve their writing skills if they had an opportunity. In the survey on satisfaction, students said they were satisfied in general and the writing activity did help enhance their writing skills. The untact writing program can be evaluated to have shown its usefulness to some extent for the students. Not being satisfied with the fact that the untact writing program revealed its utility equivalent to that of a face-to-face writing program, this author suggests largely four directions to develop untact writing programs as follows: first, by improving the patterns they use in writing activity, it is possible to reduce the errors found. Second, it is needed to make writing consulting into programs about the areas requested by students hoping for it. Third, if joint reviewing on the outline is added to the writing program, it will contribute to improving students’ discerning eye and revising skills, too. Fourth, by adopting such means as real-time video conferences, it is needed to complement the weaknesses of untact writing programs. Based on untact writing programs and directions to improve them usefully, it is possible to maintain the quality of lectures in this situation that untact lecturing is provided continuously. This study can be used as foundational material for research on untact activity to be performed in a variety of areas afterwards, and also, after the end of this COVID-19 situation, it is equipped with sufficient value as research material on education to elevate students’ writing skills.