모바일 기반 SNS를 활용한 과정 중심초등 영어 쓰기 학습의 효과
The Effects of process-based writing through the use of mobile SNS software on elementary English education.
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The purpose of this study was to investigate the effectiveness of process-based writing utilizingmobile SNS on elementary students’ English writing ability and each effect on their affectivedomains. It was attempted to prove the effectiveness of learning to write through the use ofmobile SNS software by exchanging feedbacks between students or between a teacher and astudent during the process-oriented writing. The research was carried out with one class ofsixth graders (a total of 28 students) from an elementary school in Incheon. English writingtests, students’ writings, questionnaires, in-depth interviews, teacher’s journals and students’journals were employed for the research. Results are as follows: First, process-based writingactivities through mobile SNS had a positive influence on the students’ English writingabilities. They were especially effective for the middle and high level students. Second, theprocess-based writing activities on mobile SNS also had a positive influence on students’affective domains. Positive attitudes were found in their interest and participation and tendedto reduce their anxieties in English writing. Lastly, learners of process-based writing activitiesexchanged feedbacks such as mutual understanding, sympathy, and compliments through thepeers’ and teacher’s feedbacks. Based on the findings from the research, some practicalsuggestions are made for the future studies.
Abstract
The purpose of this study was to investigate the effectiveness of process-based writing utilizingmobile SNS on elementary students’ English writing ability and each effect on their affectivedomains. It was attempted to prove the effectiveness of learning to write through the use ofmobile SNS software by exchanging feedbacks between students or between a teacher and astudent during the process-oriented writing. The research was carried out with one class ofsixth graders (a total of 28 students) from an elementary school in Incheon. English writingtests, students’ writings, questionnaires, in-depth interviews, teacher’s journals and students’journals were employed for the research. Results are as follows: First, process-based writingactivities through mobile SNS had a positive influence on the students’ English writingabilities. They were especially effective for the middle and high level students. Second, theprocess-based writing activities on mobile SNS also had a positive influence on students’affective domains. Positive attitudes were found in their interest and participation and tendedto reduce their anxieties in English writing. Lastly, learners of process-based writing activitiesexchanged feedbacks such as mutual understanding, sympathy, and compliments through thepeers’ and teacher’s feedbacks. Based on the findings from the research, some practicalsuggestions are made for the future studies.
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