비실시간 CMC 협동학습이 초등학생의 영어문장 이해력 향상에 미치는 영향
A Study on the effects of collaborative study on the comprehensibility of English sentence structure of elementary school students using asynchronous CMC
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This paper examines the effects of collaborative way of asynchronous computer mediated communication(CMC) on the sentence structure comprehensibility of students of English in an elementary school. Two classes of about 25 students were divided into two levels (high and low) using a written test on sentence structure comprehensibility. One class was given a session of task-based asynchronous CMC in which a task-based assignment was given to the class five days each week. The subjects of the experimental class performed the task through asynchronous CMC interactions with their peers. The second class was not given the task-based asynchronous CMC, but by self-initiated performance was examined. The results indicated that 1) a significant difference in the rate of improvement appeared in the asynchronous CMC class; 2) the rate of improvement on the achievement of each question item(including the two core elements) varied according to the two different levels; 3) a significant difference in the rate of improvement appeared in the low-level group learners within the experimental class. This suggests that task-based asynchronous CMC for elementary school 6th graders offers benefits in the growth of sentence structure comprehensibility, especially in the low-level learners of English.
Abstract
This paper examines the effects of collaborative way of asynchronous computer mediated communication(CMC) on the sentence structure comprehensibility of students of English in an elementary school. Two classes of about 25 students were divided into two levels (high and low) using a written test on sentence structure comprehensibility. One class was given a session of task-based asynchronous CMC in which a task-based assignment was given to the class five days each week. The subjects of the experimental class performed the task through asynchronous CMC interactions with their peers. The second class was not given the task-based asynchronous CMC, but by self-initiated performance was examined. The results indicated that 1) a significant difference in the rate of improvement appeared in the asynchronous CMC class; 2) the rate of improvement on the achievement of each question item(including the two core elements) varied according to the two different levels; 3) a significant difference in the rate of improvement appeared in the low-level group learners within the experimental class. This suggests that task-based asynchronous CMC for elementary school 6th graders offers benefits in the growth of sentence structure comprehensibility, especially in the low-level learners of English.
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