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협력 학습과 동료 첨삭을 이용한 요약하기 과업의 활용 방안 연구

The use of summarizing task through collaborative learning and peer feedback.

김정덕
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2021.06|영어교육연구 (English Language Teaching)|제33권 제2호|pp. 37-61|DOI 10.17936/pkelt.2021.33.2.003

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참고문헌

키워드

인식perceptionpeer feedbackcollaborative writing협력학습collaborative learning동료첨삭협력글쓰기요약하기 과업summary task
주제분류영어와문학

초록

This paper examines how collaborative learning and peer feedback are performed during a summarizing task and how college students perceive collaborative writing and peer feedback. Summaries and peer-reviewed summaries, which sixty-nine college students wrote collaboratively, were collected, supplemented by in-depth interviews and open-ended questions. Based on the grounded theory, all the collected data were transcribed and analyzed. The findings are as follows: First, participants provided peer feedback focusing on content, especially selecting what to include and not to include in the writing. Second, a variety of perspectives from peers helped participants not only to interpret the original text but also to write summaries. Third, students positively perceived the use of collaborative writing and peer feedback for performing a summary task. All these findings suggest that collaborative learning and peer feedback can help Korean EFL students summarize and revise their summaries. Also, they suggest that with collaborative writing and peer feedback, the summary task can be performed in the actual classroom setting. (161 words)

Abstract

This paper examines how collaborative learning and peer feedback are performed during a summarizing task and how college students perceive collaborative writing and peer feedback. Summaries and peer-reviewed summaries, which sixty-nine college students wrote collaboratively, were collected, supplemented by in-depth interviews and open-ended questions. Based on the grounded theory, all the collected data were transcribed and analyzed. The findings are as follows: First, participants provided peer feedback focusing on content, especially selecting what to include and not to include in the writing. Second, a variety of perspectives from peers helped participants not only to interpret the original text but also to write summaries. Third, students positively perceived the use of collaborative writing and peer feedback for performing a summary task. All these findings suggest that collaborative learning and peer feedback can help Korean EFL students summarize and revise their summaries. Also, they suggest that with collaborative writing and peer feedback, the summary task can be performed in the actual classroom setting. (161 words)

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