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EFL 대학생의 협력적 글쓰기 활동 과정과 학습자 인식 연구: PBL(문제중심학습법) 기반으로

The Perceptions of EFL College Students on Collaborative Writing Activities: Based on PBL Approach

김혜경|이유화
한국영어영문학회 (The English Language and Literature Association of Korea)|2023.08|영어영문학 (The Journal of English Language and Literature)|제28권 제3호|pp. 71-94

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키워드

협동학습학습자 인식students’ perceptionscooperative learningcollaborative writing협력적 글쓰기문제중심학습법PBL (Problem-Based Learning)individual writing개별적 글쓰기
주제분류영어와문학

초록

The purpose of this study is to examine the perceptions of EFL college students regarding collaborative writing activities based on the Problem-Based Learning (PBL) approach in their writing class. For this study, 41 students from two classes in the general English course participated. The survey and their reflective journals were employed for data collection. The results showed that students reported a more positive perception of collaborative writing activities than individual writing activities. Additionally, the majority of participants demonstrated that the vocabulary, grammar, and writing structure of their work improved through collaborative writing activities. They were also able to enhance their collaborative, communicative, creative-thinking, and problem-solving skills. Moreover, they reported an increased interest in English writing through mutual interactions during the PBL-based collaborative writing activities. However, several learners admitted to having difficulty negotiating different ideas and taking more time to complete their writing.

Abstract

The purpose of this study is to examine the perceptions of EFL college students regarding collaborative writing activities based on the Problem-Based Learning (PBL) approach in their writing class. For this study, 41 students from two classes in the general English course participated. The survey and their reflective journals were employed for data collection. The results showed that students reported a more positive perception of collaborative writing activities than individual writing activities. Additionally, the majority of participants demonstrated that the vocabulary, grammar, and writing structure of their work improved through collaborative writing activities. They were also able to enhance their collaborative, communicative, creative-thinking, and problem-solving skills. Moreover, they reported an increased interest in English writing through mutual interactions during the PBL-based collaborative writing activities. However, several learners admitted to having difficulty negotiating different ideas and taking more time to complete their writing.

참고문헌 (34)

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관련 논문AI추천

The Effects and Perceptions of EFL College Students’Collaborative Writing Activities김신혜, 이영해, 이유화언어과학회 · 언어과학연구2021 · 제96호Benefits of Collaborative Writing: University Students’ Reflections김현진현대영어교육학회 · 현대영어교육2022 · 제23권 제2호Contribution of collaborative writing techniques to Korean college students’ English writing abilities구경연사단법인 한국언어학회 · 언어학2011 · 제19권 제4호PBL을 적용한 글쓰기 수업이 외국인 유학생의 글쓰기 효능감 및 수업 인식에 미치는 영향김경연, 박정은한국언어문화교육학회 · 언어와 문화2021 · 제17권 제1호교양영어 수업에서 PBL 기반 협력적 글쓰기가 영어 쓰기 불안에 미치는 영향손희정, 임희주한국영어영문학회 · 영어영문학2025 · 제30권 제1호Collaborative to Individual Writing: An Investigation of Student Performance and Perceptions조수경현대영어교육학회 · 현대영어교육2012 · 제13권 제4호

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