협동 글쓰기 활동이 EFL 학습자의 쓰기 능력에 미치는 영향
The Effects of Collaborative Writing Activity on EFL Learners’ Writing Ability
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초록
이 연구의 목적은 협동 글쓰기가 EFL 학습자의 작문 능력, 어휘 사용 및 학습자의 인식에 미치는영향을 연구하는 것이다. 참가자는 57 명의 한국 EFL 대학생으로 두 그룹에 무작위로 배정되었다. 과제로서, 그룹 A (협동 글쓰기 그룹)의 학습자들은 영어 이야기책을 읽은 후 협동 글쓰기로 읽은책 요약 쓰기 및 어휘 과제를 수행 한 반면 그룹 B (일반 글쓰기 그룹)의 학습자들은 각자가 요약쓰기 및 어휘 과제를 완수했다. 실험은 중간 시험 전후 3 주 동안 총 6 주 동안 지속되었다. 데이터는사전 검사, 사후 검사, 설문 조사 및 심층 인터뷰에서 도출되었다. 결과는 두 가지 접근법 모두 학습자의작문 능력과 어휘 사용에 긍정적인 영향을 미쳤음을 보여주었다. 그러나 실험 집단인 협동 글쓰기그룹 A는 일반 글쓰기 그룹 B보다 쓰기 능력 면에서 향상을 보였었으며 그 차이는 통계적으로 유의했다. 어휘 사용 면에서는 그룹 A는 그룹 B보다 어휘 사용이 평균에서 더 향상되었지만 그 차이가 통계적으로유의하지는 않았다. 또한 설문조사와 인터뷰 결과에 따르면 학습자가 인식하기에 영어 이야기책을읽고 협동 글쓰기를 하는 것이 작문 능력을 향상시키는 데 도움이 되며 협동 글쓰기수업에 긍정적인태도를 보인 것으로 나타났다.
Abstract
This study investigated the effects of collaborative writing on EFL learners’ writing ability, vocabulary usage, and the learners’ perceptions. The participants were 57 Korean EFL college students randomly assigned to two groups. For homework, the learners in Group A (the collaborative writing group) carried out collaborative summary writing and vocabulary tasks after reading English story books, whereas those in Group B (the writing group) completed writing and vocabulary tasks. The treatment lasted for six weeks in total, three weeks before and after the midterm exam. Data were elicited from a pretest, a posttest, a questionnaire survey, and in-depth interviews. The results showed that both approaches had a positive influence on developing the learners’ writing ability and vocabulary usage. However, Group A showed greater improvement with regard to writing performance than Group B, and the difference was statistically significant. Group A also showed more improvement in vocabulary usage than Group B, although the difference was not statistically significant. Moreover, the survey and interview results indicated that the learners’ perceived collaborative writing using English story books was helpful for improving their writing ability, and they expressed a positive attitude toward the collaborative writing instructions.
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