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L2 Writing Instruction in Blended Learning for the Development of Fluency, Complexity, and Accuracy in Higher Education

소리
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2015.12|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제18권 제4호|pp. 121-147|DOI 10.15702/mall.2015.18.4.121

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참고문헌

키워드

fluencyaccuracyblended learningcomplexityL2 writing instruction
주제분류영어와문학

초록

Blended learning has been applied to teaching and learning of L2 writing in EFL contexts due to its pedagogical richness and efficiency. This case study aimed to explore the influence of L2 writing instruction in two types of blended learning - enhancing and transforming - on the development of students’ fluency, complexity, and accuracy as well as writing ability in higher education. The subjects of the study were 12 students in academic English writing courses of two universities in Korea. Data sources included the students’ essays in two tests (Tests 1 and 3), reflective learning journals, and interviews. The students’ essays were analyzed in terms of fluency, complexity, and accuracy using pertinent measures. Qualitative data from reflective journals and interviews were descriptively analyzed. The main findings of the study are as follows. First, the students in transforming blended learning wrote Test 3 essays more fluently than the students in enhancing blended learning. Second, the students in two groups showed decrease in the measures of complexity in Test 3; however, their Test 3 essays were considered more understandable. Last, the students in two groups showed the development of accuracy when compared to Test 1. Based on the main findings, pedagogical implications are suggested.

Abstract

Blended learning has been applied to teaching and learning of L2 writing in EFL contexts due to its pedagogical richness and efficiency. This case study aimed to explore the influence of L2 writing instruction in two types of blended learning - enhancing and transforming - on the development of students’ fluency, complexity, and accuracy as well as writing ability in higher education. The subjects of the study were 12 students in academic English writing courses of two universities in Korea. Data sources included the students’ essays in two tests (Tests 1 and 3), reflective learning journals, and interviews. The students’ essays were analyzed in terms of fluency, complexity, and accuracy using pertinent measures. Qualitative data from reflective journals and interviews were descriptively analyzed. The main findings of the study are as follows. First, the students in transforming blended learning wrote Test 3 essays more fluently than the students in enhancing blended learning. Second, the students in two groups showed decrease in the measures of complexity in Test 3; however, their Test 3 essays were considered more understandable. Last, the students in two groups showed the development of accuracy when compared to Test 1. Based on the main findings, pedagogical implications are suggested.

참고문헌 (35)

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관련 논문AI추천

The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students윤서영, 이충현한국멀티미디어언어교육학회 · 멀티미디어 언어교육2010 · 제13권 제2호Students’ Reflection on Feedback in L2 Writing in Blended Learning윤서영한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제2호University Students’ Perspectives and Voices on L2 Writing in Blended Learning소리, 이충현외국어교육연구소 · 외국어교육연구2018 · 제32권 제1호Peer Feedback Using Blended Learning in L2 Writing at the University Level소리, 이충현한국영어교육학회 · 영어교육2012 · 제67권 제3호The Impact of Peer Response on Lexis and Grammatical Structure in L2 Writing through Blended Learning김서영, 이충현한국멀티미디어언어교육학회 · 멀티미디어 언어교육2018 · 제21권 제4호Teaching English Writing in the Blended Classroom정희정한국현대언어학회 · 언어연구2010 · 제26권 제3호

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