한국 EFL 중급 대학생의 디지털 도구를 활용한 영어 에세이쓰기에 대한 동료제안 연구
A Study on the Intermediate Korean EFL College Students’ Peer Reviews in Their Essay Writing with Digital Tools
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초록
This study explores intermediate Korean EFL college students’ peer reviews of essay writing with digital tools. Twenty-one freshman students from Academic English Ⅱ participated in a writing project. The findings from the survey in quantitative data showed that the participants used these eight digital tools: Grammarly, Google Docs and Microsoft Words, PBworks, Google Drawing, Zoom, Padlet, Lextutor, and Copykiller. The participants dealt with Grammarly the most and Copykiller the least. During the writing project, there was a statistically significant difference in language proficiency in the C-test results. Based on the open-ended written questionnaires in qualitative data, students focused more on grammar, were able to conveniently provide peer review comments, connected with their peers, and organized their thoughts while adopting digital tools in peer review writing. As a result, the participants showed a more positive perspective towards peer review, reported that they recognized strengths and weaknesses in their writings, and felt reduced the anxiety about writing after the writing project. With the help of others, they felt comfortable writing an essay in English. As they had opportunities to scaffold and interact, the participants could exercised their thinking and were able to take an active role in their learning. The writing experience let participants reinforce their agency in English writing and digital tools for writing.
Abstract
This study explores intermediate Korean EFL college students’ peer reviews of essay writing with digital tools. Twenty-one freshman students from Academic English Ⅱ participated in a writing project. The findings from the survey in quantitative data showed that the participants used these eight digital tools: Grammarly, Google Docs and Microsoft Words, PBworks, Google Drawing, Zoom, Padlet, Lextutor, and Copykiller. The participants dealt with Grammarly the most and Copykiller the least. During the writing project, there was a statistically significant difference in language proficiency in the C-test results. Based on the open-ended written questionnaires in qualitative data, students focused more on grammar, were able to conveniently provide peer review comments, connected with their peers, and organized their thoughts while adopting digital tools in peer review writing. As a result, the participants showed a more positive perspective towards peer review, reported that they recognized strengths and weaknesses in their writings, and felt reduced the anxiety about writing after the writing project. With the help of others, they felt comfortable writing an essay in English. As they had opportunities to scaffold and interact, the participants could exercised their thinking and were able to take an active role in their learning. The writing experience let participants reinforce their agency in English writing and digital tools for writing.
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