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대학교 영어 작문 수업에서 비판적 영어 글쓰기를 통한 비판적 사고력 신장 효과 분석

The analysis of improvement in critical thinking through critical writing in college English writing classes.

안혜성|박매란
한국영어교과교육학회 (The Korea English Education Society)|2019.02|영어교과교육 (Journal of the Korea English Education Society)|제18권 제1호|pp. 71-97|DOI 10.18649/jkees.2019.18.1.71

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참고문헌

키워드

비판적 사고/비판적 글쓰기/영어 작문 수업critical thinking/critical writing/English writing class

초록

The purpose of this paper was to explore learners’ improvement in critical thinking through critical writing for a college-level English class in Korea. For this study, 60 college students from a local private university in Busan participated and they were divided into two groups: the treatment group and the control group. Over the period of 16 weeks, during which time they each studied for a total of 48 hours, two types of critical thinking essay tests and two types of questionnaires were administered. In the same subject, the control group focused on the grammar and the technical part, and the treatment group was engaged in writing lessons with critical discussion and peer feedback. The main findings of the study were as follows: First, the critical writing lessons positively affected the perceptions of college students’ critical thinking. The results showed that the treatment group’s perceptions of critical thinking have changed, not only in critical thinking skills, but also in the overall English language skills of reading and writing. Second, the comparison between the control and treatment groups’ results of the Ennis-Weir Critical Thinking Test showed that the critical writing lessons were effective in improving the students’ critical thinking awareness as well as their critical thinking abilities. This study provides some pedagogical implications for teachers who teach critical thinking and critical writing in second language classes.

Abstract

The purpose of this paper was to explore learners’ improvement in critical thinking through critical writing for a college-level English class in Korea. For this study, 60 college students from a local private university in Busan participated and they were divided into two groups: the treatment group and the control group. Over the period of 16 weeks, during which time they each studied for a total of 48 hours, two types of critical thinking essay tests and two types of questionnaires were administered. In the same subject, the control group focused on the grammar and the technical part, and the treatment group was engaged in writing lessons with critical discussion and peer feedback. The main findings of the study were as follows: First, the critical writing lessons positively affected the perceptions of college students’ critical thinking. The results showed that the treatment group’s perceptions of critical thinking have changed, not only in critical thinking skills, but also in the overall English language skills of reading and writing. Second, the comparison between the control and treatment groups’ results of the Ennis-Weir Critical Thinking Test showed that the critical writing lessons were effective in improving the students’ critical thinking awareness as well as their critical thinking abilities. This study provides some pedagogical implications for teachers who teach critical thinking and critical writing in second language classes.

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