Jigsaw를 활용한 영어 동시 쓰기 학습이초등학생의 영어 쓰기 능력에 미치는 영향
The effects of poem writing using Jigsaw on elementary students’ English writing ability
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This study examines the effects of poem writing using Jigsaw on students’ English writing abilities. The experiment was conducted over eight weeks with 37 elementary students in Daejeon. The students were asked to write English poems using Jigsaw for eight times. The entire English poem writing was done over 24 class periods and each individual writing was for three class periods. At school, students completed Jigsaw missions in groups and wrote English poems. At home, students uploaded their poems onto an online bulletin board where they were required to read other students’ English poems and write comments about them. Both quantitative and qualitative methods were employed in this study. The quantitative data were collected through the administration of English writing proficiency tests and an affective domain survey, and the data were analyzed using an SPSS program. In addition, open-ended student survey response, interview, observation, students’ poems, and their replies on each others’ poems were collected and qualitatively analyzed. The results of this study revealed that students’ writing ability increased and the poem writing activity using Jigsaw had a positive effect on the students’ affective domains.
Abstract
This study examines the effects of poem writing using Jigsaw on students’ English writing abilities. The experiment was conducted over eight weeks with 37 elementary students in Daejeon. The students were asked to write English poems using Jigsaw for eight times. The entire English poem writing was done over 24 class periods and each individual writing was for three class periods. At school, students completed Jigsaw missions in groups and wrote English poems. At home, students uploaded their poems onto an online bulletin board where they were required to read other students’ English poems and write comments about them. Both quantitative and qualitative methods were employed in this study. The quantitative data were collected through the administration of English writing proficiency tests and an affective domain survey, and the data were analyzed using an SPSS program. In addition, open-ended student survey response, interview, observation, students’ poems, and their replies on each others’ poems were collected and qualitatively analyzed. The results of this study revealed that students’ writing ability increased and the poem writing activity using Jigsaw had a positive effect on the students’ affective domains.
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