컴퓨터 기반 및 과정중심의 작문교육에 있어서 상호작용에 대한 연구
A study of interaction in a CALL- based and process-based writing instruction.
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Abstract
The purpose of this study is to find plausible differences in the quality of writing products across the instructional modes with and without interaction in writing, and students’ attitudes toward interaction, the computer use, and the process-based approach. Thirty eight Korean EFL high school students produced three essays under the CALL-based and process- based instruction with the experiment group having the treatment of interaction. Before and after the course, the timed pre- and post-tests were given. Out of 5 essays, the pre-test, the post-test, and the final draft of the second cycle were scored holistically and analytically. In addition, after every class in the first cycle, written interviews were administered to find out the students’ attitudes about what they had gone through during the classes. After the course, a brief survey for finding their general feelings about the main issues of this study was conducted. According to the results, the scores for the pre-test and the post-test showed no statistical difference; however, the experiment’s scores for the final draft of the second cycle were significantly higher than those of the control. The process-based approach, the computer use, and interaction were considered favorable and helpful by both groups according to the results of written interviews and the post survey with the former being more positive.
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