중학생의 코퍼스 기반 과업 중심 학습 활동 모형과 과업 활동 평가 방안
A corpus-based task model and task assessment method for secondary school students
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This study proposes a task-based learning model and a learning outcome assessment method to effectively implement Data-Driven Learning (DDL) for secondary school students. It developed a three-step task procedure and evaluation guidelines based on previous studies (Chun, 2016, 2017). Twelve volunteers from the 1st grade of middle school conducted the task using the corpus-based mobile learning tool, ESOBB, and their learning results were qualitatively analyzed based on the assessment guidelines. The analysis yields the following results: 1) 1st-year middle school students were able to successfully perform the DDL task; 2) multiple learning activities could enhance learning effectiveness; 3) cognitive ability developed more than vocabulary knowledge in DDL; 4) learners’ backgrounds and types of target words didn’t affect the successful completion of the task; 5) learners' outcomes in certain vocabulary knowledge categories exhibited significant learning growth, which is predicted as a positive effect of technology use. In conclusion, it can be inferred that lower-grade secondary school students were able to succeed in Data-driven Learning with the task method, and the assessment method was effectively used to evaluate the inductive learning outcomes.
Abstract
This study proposes a task-based learning model and a learning outcome assessment method to effectively implement Data-Driven Learning (DDL) for secondary school students. It developed a three-step task procedure and evaluation guidelines based on previous studies (Chun, 2016, 2017). Twelve volunteers from the 1st grade of middle school conducted the task using the corpus-based mobile learning tool, ESOBB, and their learning results were qualitatively analyzed based on the assessment guidelines. The analysis yields the following results: 1) 1st-year middle school students were able to successfully perform the DDL task; 2) multiple learning activities could enhance learning effectiveness; 3) cognitive ability developed more than vocabulary knowledge in DDL; 4) learners’ backgrounds and types of target words didn’t affect the successful completion of the task; 5) learners' outcomes in certain vocabulary knowledge categories exhibited significant learning growth, which is predicted as a positive effect of technology use. In conclusion, it can be inferred that lower-grade secondary school students were able to succeed in Data-driven Learning with the task method, and the assessment method was effectively used to evaluate the inductive learning outcomes.
참고문헌 (31)
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