The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students
2
조회
0
다운로드
59
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the students’ perspectives and effectiveness of blended learning in L2 writing. Forty seven university students participated in two L2 writing classes. The data for this research was collected for 16 weeks. Data sources included questionnaire, pre-test, midterm examination, and post-test. The results are as follows: 1) the students’perspectives for blended learning were positive and the students considered it useful, helpful for improvement, and motivating in general. The students were very satisfied with both technological aspects and pedagogical aspects,particularly with interaction enabled through blended learning; 2) blended learning had positive effects on L2 writing, and there was an overall increase of test scores; 3) blended learning in L2 writing was found to be effective in mechanics, content, organization, and structure; and 4) there were no significant gender differences in general. Based on the findings, it seems that blended learning in L2 writing promotes learner interaction, learner autonomy, and collaborative learning. Follow up researches with more subjects in various levels using the model for Blended Learning in L2 Writing (BLW) is suggested.
Abstract
The purpose of this study is to investigate the students’ perspectives and effectiveness of blended learning in L2 writing. Forty seven university students participated in two L2 writing classes. The data for this research was collected for 16 weeks. Data sources included questionnaire, pre-test, midterm examination, and post-test. The results are as follows: 1) the students’perspectives for blended learning were positive and the students considered it useful, helpful for improvement, and motivating in general. The students were very satisfied with both technological aspects and pedagogical aspects,particularly with interaction enabled through blended learning; 2) blended learning had positive effects on L2 writing, and there was an overall increase of test scores; 3) blended learning in L2 writing was found to be effective in mechanics, content, organization, and structure; and 4) there were no significant gender differences in general. Based on the findings, it seems that blended learning in L2 writing promotes learner interaction, learner autonomy, and collaborative learning. Follow up researches with more subjects in various levels using the model for Blended Learning in L2 Writing (BLW) is suggested.
참고문헌 (20)
- Bersin, J, "The Blended learning book: Best practices, proven methodologies, and lessons learned" (2003), John Wiley & Sons, Inc
- Brice, C, "The case against grammar correction in practice: What do students think?", Paper presented at the Symposium on Second Language Writing (2000), Purdue University
- Camps,D, "The process of prewriting of four non-native speaker postgraduate students", Revista de Humanidades: Tecnologico de Monterrey, 18, pp.13~33 (2005)
- Camps,D, "Advanced EFL Students’ revision practices in Why writing matters: Issues of access and identity and writing research and pedagogy", pp.129~150 (2009), John Benjamins Publishing Company
- Clark, R, "The politics of writing" (1997), Routledge
- Currie, P, "ESL literacy: Language practice or social practice?", Journal of Second Language Writing, 13, pp.111~132 (2004)
- Dudeny, G, "How to teach English with technology" (2007), Pearson Longman
- Ferris,D, "Response to student writing: Implications for second language students" (2003), Lawrence Erlbaum Associate, Inc
- Graham, C. R, "Blended learning systems: Definition, current trends, and future directions in The handbook of blended learning", pp.3~21 (2006), Pfeiffer
- Hayes, J., "Identifying the organization of writing processes in Cognitive processes in writing", pp.3~30 (1980), Lawrence Erlbaum
- Hayes, J, "Uncovering cognitive processes in writing: An introduction to protocol analysis in Research on writing: Principles and methods", pp.207~220 (1983), Longman
- 이충현, "Computers and Four Language Skills Development", 언어와언어학, 38(38), pp.59~87 (2006), 언어연구소
- Mangelsdorf,K, "Peer reviews in the ESL composition classroom: What do the students think?", ELT Journal, 46, pp.274~284 (1992)
- Mantyla,K, "Blending e-learning: The power is in the mix" (2001), American Society for Training and Development Press
- Mendonça, C. O, "Peer review negotiations: Revision activities in ESL writing instruction", TESOL Quarterly, 28, pp.745~769 (1994)
- Reay,J, "Blended learning: A fusion for the future", Knowledge management Review, 4(3), pp.6~ (2001)
- Schmid,L.M, "The effects of peer response on essay drafts", 석사, pp.1999
- Scott, M, "Reconceptualizing student writing in Why writing matters: Issues of access and identity and writing research and pedagogy", pp.129~150 (2009), John Benjamins Publishing Company
- Truscott,J, "The case against grammar correction in L2 writing classes", Language Learning, 46, pp.327~369 (1996)
- "Blended Learning"[URL]