한국 EFL 대학생의 영어 쓰기에서의 디지털 도구와 동료 피드백 활용 연구
A Study on the Use of Digital Tools and Peer Feedback in English Writing of Korean EFL College Students
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This study investigates the use of digital tools and peer feedback for improving the English writing skills of Korean EFL college students. Twenty-seven sophomore students participated in a peer feedback writing project, utilizing eight digital tools: Google Docs and Microsoft Word, Grammarly, ChatGPT, Padlet, Copykiller, Lextutor, Google Drawing, and Zoom. The study employed a mixed-method approach, combining surveys and open-ended questionnaires. Results revealed that Google Docs and Microsoft Word were the most frequently used, valued for their collaborative features and real-time editing capabilities, while tools like Google Drawing, Zoom, and Padlet were the least utilized. Analysis of 160 peer review comments showed a balanced focus between surface and global feedback, with a slight emphasis on global concerns. This indicates that students were attentive to both linguistic accuracy and the overall content quality. Students perceived that digital tools in peer feedback enhanced critical thinking, improved writing skills through collaborative engagement, and fostered autonomy and agency. Also, they recognized the value of integrating digital tools with peer feedback to continually improve their writing. Future research should explore the impact of diverse digital tools and peer feedback strategies across varying levels of English proficiency to optimize L2 writing instruction.
Abstract
This study investigates the use of digital tools and peer feedback for improving the English writing skills of Korean EFL college students. Twenty-seven sophomore students participated in a peer feedback writing project, utilizing eight digital tools: Google Docs and Microsoft Word, Grammarly, ChatGPT, Padlet, Copykiller, Lextutor, Google Drawing, and Zoom. The study employed a mixed-method approach, combining surveys and open-ended questionnaires. Results revealed that Google Docs and Microsoft Word were the most frequently used, valued for their collaborative features and real-time editing capabilities, while tools like Google Drawing, Zoom, and Padlet were the least utilized. Analysis of 160 peer review comments showed a balanced focus between surface and global feedback, with a slight emphasis on global concerns. This indicates that students were attentive to both linguistic accuracy and the overall content quality. Students perceived that digital tools in peer feedback enhanced critical thinking, improved writing skills through collaborative engagement, and fostered autonomy and agency. Also, they recognized the value of integrating digital tools with peer feedback to continually improve their writing. Future research should explore the impact of diverse digital tools and peer feedback strategies across varying levels of English proficiency to optimize L2 writing instruction.
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