한국 EFL 예비 초등학교 교사의 영어쓰기에서 디지털 도구를 활용한 동료제안
Korean EFL Pre-Service Elementary School Teachers’ Peer Reviews in Their Writing with Digital Tools
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초록
The present study is to identify the aspects of using digital tools in Korean EFL pre-service elementary school teachers’ peer reviews. A total of twenty sophomore students participated in a peer review process project divided randomly into three members with different English proficiency levels. The findings demonstrated that the students used the seven digital tools: Padlet, Grammarly, Google Docs and Microsoft Words, Mural, Zoom, Lextutor, and Copykiller. The students used Padlet the most and Copykiller the least. In the results of the C-test, there is no statistically significant difference in language proficiency before and after the peer review project. Based on the written open-ended survey, although the students still felt their writing task was difficult and were afraid of providing writing suggestions to peers, they gained a more positive perspective toward the peer review project. During the peer review process, they were able to have a mutual scaffolding, write content better, take the time to think, and make independent choices for the digital writing tools. The writing experience made students improve their critical thinking skills, and they used digital tools for the writing and improved their digital literacy. They were ready to write in English and deal with tools independently.
Abstract
The present study is to identify the aspects of using digital tools in Korean EFL pre-service elementary school teachers’ peer reviews. A total of twenty sophomore students participated in a peer review process project divided randomly into three members with different English proficiency levels. The findings demonstrated that the students used the seven digital tools: Padlet, Grammarly, Google Docs and Microsoft Words, Mural, Zoom, Lextutor, and Copykiller. The students used Padlet the most and Copykiller the least. In the results of the C-test, there is no statistically significant difference in language proficiency before and after the peer review project. Based on the written open-ended survey, although the students still felt their writing task was difficult and were afraid of providing writing suggestions to peers, they gained a more positive perspective toward the peer review project. During the peer review process, they were able to have a mutual scaffolding, write content better, take the time to think, and make independent choices for the digital writing tools. The writing experience made students improve their critical thinking skills, and they used digital tools for the writing and improved their digital literacy. They were ready to write in English and deal with tools independently.
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