클래스팅 기반 쓰기활동이 초등 학습자의 영어 쓰기능력 및 정의적 태도에 미치는 영향
Effects of Classting-based English Writing Activities on Elementary Students’ Writing Skills and Affective Attitude
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This study attempted to examine the effects of the application of Classting-based writing activities on EFL children’s writing abilities and affective attitude. It was conducted in a one-group experimental design in which 19 students of fifth grade were taught basic English writing skills as directed by a textbook for eight weeks and then the same students were taught the skills using a SNS-platform, Classting, for another eight weeks. The results of this study were as follows. First, teaching writing using Classting was more effective than teaching writing based on the textbook in improving the students’ writing skills, particularly using them in contexts, learning punctuation, exchanging feedback, and correcting errors. Second, although the two methods did not exhibit statistically significant differences in affective domains, the application of Classting was found to promote the students’ self-directed writing and increase their interest, confidence and feeling of achievement in writing in English. Third, Classting was found to provide the students with a place for real communication where they wrote for meaning negotiations and message exchange. Pedagogical implications were provided on the basis of the results of the study.
Abstract
This study attempted to examine the effects of the application of Classting-based writing activities on EFL children’s writing abilities and affective attitude. It was conducted in a one-group experimental design in which 19 students of fifth grade were taught basic English writing skills as directed by a textbook for eight weeks and then the same students were taught the skills using a SNS-platform, Classting, for another eight weeks. The results of this study were as follows. First, teaching writing using Classting was more effective than teaching writing based on the textbook in improving the students’ writing skills, particularly using them in contexts, learning punctuation, exchanging feedback, and correcting errors. Second, although the two methods did not exhibit statistically significant differences in affective domains, the application of Classting was found to promote the students’ self-directed writing and increase their interest, confidence and feeling of achievement in writing in English. Third, Classting was found to provide the students with a place for real communication where they wrote for meaning negotiations and message exchange. Pedagogical implications were provided on the basis of the results of the study.
참고문헌 (22)
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