의견 글쓰기 기반 영어 프레젠테이션 활동이 대학생들의 쓰기 능력에 미치는 효과
The Effectiveness of English Oral Presentations Based on Opinion Paragraph Writing in Enhancing Writing Skills
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While incorporating writing and speaking lessons has been considered one of the effective integrated activities to improve EFL learners' language skills, exploration of this instructional approach is not abundant. This study investigates the effectiveness of an instructional design consolidating opinion paragraph writing and English oral presentations on the development of writing ability of Korean university EFL learners. Forty-five students completed pre- and post-instruction writing tasks. The resulting data were analyzed employing T-tests. They were then analyzed qualitatively according to the writing criteria. The results indicated that there was a significant increase in pre-/post-writing test scores overall with the exception of vocabulary. More specifically, both high- and low-performing groups showed significant improvements in all aspects of writing in the post test except vocabulary. Qualitative analysis of representative writing samples highlighted that both groups of learners showed improvements in the aspects of format, content and organization, grammar and sentence structure, and mechanics. Some suggestions for pedagogical practices were discussed for the development and implementation of college English courses.
Abstract
While incorporating writing and speaking lessons has been considered one of the effective integrated activities to improve EFL learners' language skills, exploration of this instructional approach is not abundant. This study investigates the effectiveness of an instructional design consolidating opinion paragraph writing and English oral presentations on the development of writing ability of Korean university EFL learners. Forty-five students completed pre- and post-instruction writing tasks. The resulting data were analyzed employing T-tests. They were then analyzed qualitatively according to the writing criteria. The results indicated that there was a significant increase in pre-/post-writing test scores overall with the exception of vocabulary. More specifically, both high- and low-performing groups showed significant improvements in all aspects of writing in the post test except vocabulary. Qualitative analysis of representative writing samples highlighted that both groups of learners showed improvements in the aspects of format, content and organization, grammar and sentence structure, and mechanics. Some suggestions for pedagogical practices were discussed for the development and implementation of college English courses.
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