플립형 과정중심 에세이 지도가 대학생 영작문 성적향상에 미치는 영향
The effects of flipped procedural focused writing teaching on college students’ essay performance
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Recently, there have been efforts to convert the standardized educational system to a customized one by considering students’ individual differences and aptitudes. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by many educators. Despite the interest, the overall quantities of studies in this area falls short. This paper suggests the concept, flipped procedural focused writing teaching, can gradually improve university students’ essays grade with various writing factors. This study collected three different qualitative data sets for the analysis, integrating the analytic and holistic scoring, focusing on the effects that influence the flipped procedural focused writing teaching for writing skill mastery. Based on the results, three effects of flipped procedural based writing teaching are confirmed: (1) it improves students’ writing skills such as Thesis Statement, Usage, Style and Score, but it did not improve their Topic Relationship & Technical Quality skill on the three tests; and (2) the error numbers of Supporting Idea, Conclusion, and Grammar decreased slightly from the first test to the second, but they decreased substantially from the second to the third test. The error numbers of Thesis Statement and Main Ideas dropped substantially down across the three tests.
Abstract
Recently, there have been efforts to convert the standardized educational system to a customized one by considering students’ individual differences and aptitudes. Flipped learning has been regarded as a teaching method fitting to this movement and has gained much interest by many educators. Despite the interest, the overall quantities of studies in this area falls short. This paper suggests the concept, flipped procedural focused writing teaching, can gradually improve university students’ essays grade with various writing factors. This study collected three different qualitative data sets for the analysis, integrating the analytic and holistic scoring, focusing on the effects that influence the flipped procedural focused writing teaching for writing skill mastery. Based on the results, three effects of flipped procedural based writing teaching are confirmed: (1) it improves students’ writing skills such as Thesis Statement, Usage, Style and Score, but it did not improve their Topic Relationship & Technical Quality skill on the three tests; and (2) the error numbers of Supporting Idea, Conclusion, and Grammar decreased slightly from the first test to the second, but they decreased substantially from the second to the third test. The error numbers of Thesis Statement and Main Ideas dropped substantially down across the three tests.
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