혼합어를 사용한 동기적인 CMC의 활용이 초등학교 영어 학습자의 문자중심 의사소통 능력 향상에 미치는 영향
A Study on the Effects of Synchronous CMC using both English and Korean on the Text-based Communicative Ability of English
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This paper examines the effects of synchronous computer mediated communication(CMC) on the text-based communicative ability of students of English in an elementary school. Two classes of about 25 students were divided into two levels (high and low) using a written test on communicative ability. One class was given a session of task-based synchronous CMC in which task-based assignment was given to the class five days each week. The subjects of the experimental class performed the task through synchronous CMC interactions with their peers. The second class was not given the task-based synchronous CMC, but performed the task by themselves. The results indicated that 1) a significant difference in the rate of improvement appeared in the synchronous CMC class; 2) the rate of improvement in the achievement of each question item (including the two core elements) varied according to the two different levels; 3) a significant difference in the rate of improvement appeared in the high-level group learners within an experimental class. This suggests that task-based synchronous CMC in elementary school 6th graders offers benefits in the growth of text-based English communicative ability, especially in high-level learners of English.
Abstract
This paper examines the effects of synchronous computer mediated communication(CMC) on the text-based communicative ability of students of English in an elementary school. Two classes of about 25 students were divided into two levels (high and low) using a written test on communicative ability. One class was given a session of task-based synchronous CMC in which task-based assignment was given to the class five days each week. The subjects of the experimental class performed the task through synchronous CMC interactions with their peers. The second class was not given the task-based synchronous CMC, but performed the task by themselves. The results indicated that 1) a significant difference in the rate of improvement appeared in the synchronous CMC class; 2) the rate of improvement in the achievement of each question item (including the two core elements) varied according to the two different levels; 3) a significant difference in the rate of improvement appeared in the high-level group learners within an experimental class. This suggests that task-based synchronous CMC in elementary school 6th graders offers benefits in the growth of text-based English communicative ability, especially in high-level learners of English.
참고문헌 (20)
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