본문 바로가기
KERD
논문KCI 등재

트위터를 활용한 영작문 수업 : “번역과 발표” 영작문 활동을 중심으로

Using Twitter to Teach Writing in College English Classes: With an “English Translation and Reporting” Activity

마선미
한국통번역교육학회 (The Korean Association Of Interpretation And Translation Education)|2017.06|통번역교육연구 (The Journal of Interpretation and Translation Education)|제15권 제1호|pp. 29-54|DOI 10.23903/kaited.2017.15.1.002

0

조회

0

다운로드

3

인용

0

참고문헌

키워드

트위터공동체의식English writingTwitterwriting anxietyCollege English영작문대학영어community sentiment작문 불안감

초록

The purpose of this study is to investigate the effects of Twitter in college English classes. This study investigated 124 college EFL students’ English writing anxiety across four conditions: (1) Control Group (the oral report of their writing) (2) LMS Group (the use of university’s online learning management system for a writing report) (3) Twitter Writing Group (the use of Twitter for a writing report) (4) Twitter Reading/Writing Group (the use of Twitter for both reading an article and writing a report). Students were pre/post-tested for their English writing anxiety on English Writing Anxiety Test produced by Daly and Miller to examine the change in their writing anxiety. The data revealed that both Twitter and LMS played a role in boosting positive attitudes towards English writing. It was concluded that Twitter Reading/Writing Group benefited the students most.

Abstract

The purpose of this study is to investigate the effects of Twitter in college English classes. This study investigated 124 college EFL students’ English writing anxiety across four conditions: (1) Control Group (the oral report of their writing) (2) LMS Group (the use of university’s online learning management system for a writing report) (3) Twitter Writing Group (the use of Twitter for a writing report) (4) Twitter Reading/Writing Group (the use of Twitter for both reading an article and writing a report). Students were pre/post-tested for their English writing anxiety on English Writing Anxiety Test produced by Daly and Miller to examine the change in their writing anxiety. The data revealed that both Twitter and LMS played a role in boosting positive attitudes towards English writing. It was concluded that Twitter Reading/Writing Group benefited the students most.

참고문헌 (34)

  1. 박소은, "한국 대학생들의 영작문 불안과 영작문 전략 사용 연구", 석사, 영어교육전공, pp.2013
  2. 이광호, "주어 상승", 비상승 구문의 한, 통번역교육연구, pp.2014, 12(1)[DOI]
  3. 이지은, "통역교육의 보조도구로서의 SNS 활용 사례 연구 - 카카오그룹을 활용한 스마트 러닝", 통번역교육연구, 13(1), pp.1~27 (2015), 한국통번역교육학회
  4. 전제응, "초등학생의 쓰기 동기에 대한 연구", 청람어문교육, (35), pp.83~107 (2007), 청람어문교육학회
  5. 정다은, "모국어 쓰기 불안, 제2언어로서의 영어 쓰기 불안, 영어능숙도 및 영어 쓰기 수행 간의 관련성", 영어교육연구, 26(4), pp.233~250 (2014), 팬코리아영어교육학회
  6. 조은형, "패러프레이징 영작문 활동이 학습자의 영어 학습에 미치는 영향", 영미연구, 36, pp.279~305 (2016), 영미연구소
  7. 황명환, "번역식 영작문과 직접식 영작문의 비교 연구", 영어교육, 67(2), pp.291~318 (2012), 한국영어교육학회
  8. Ahmed, M., "The Effect of Twitter on DevelopingWriting Skill in English as a Foreign Language", ArabWorld English Journal, 2, pp.134~149 (2015)
  9. Al-Ahmad, S., "The Impact of Collaborative Learning on L1 and L2 College Students’ Apprehension and Attitudes toward Writing", Master, pp.2003
  10. Aljafen, B. S., "Writing Anxiety among EFL Saudi Students in Science Colleges and Department at a Saudi University", Master, pp.2013
  11. Antenos-Conforti, E., "The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning", pp.59~60 (2009), CALICO
  12. Bandura, A., "Regulation of Cognitive Processes through Perceived Self-efficacy", Developmental Psychology, 25(5), pp.29~35 (1989)
  13. Barwick, N., "Pandora’s Box : An Investigation of Essay Anxiety in Adolescents’", Psychodynamic Counselling, 1(4), pp.560~575 (1995)
  14. Borau, K., "Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence", Proceedings of the 8th International Conference on Web Based Learning, pp.78~87 (2009)
  15. Cheng, Y. S., "Language Anxiety : DifferentiatingWriting and Speaking Components", Language Learning, 49(3), pp.417~446 (1999)
  16. Cheng, H. Y., "Apply Twitter to EFL Reading and Writing in a Taiwanese College Setting", Ph.D., pp.2012
  17. Comas-Quinn, A., "Mobile Blogs in Language Learning : Making the Most of Informal and Situated Learning Opportunities", ReCALL, 21(1), pp.96~112 (2009)
  18. Daly, J. A., "The Empirical Development of an Instrument to MeasureWriting Apprehension", Research in Teaching of English, 9, pp.242~249 (1975)
  19. Erkan, Y. D., "Writing Performance Relative to Writing Apprehension, Self-efficacy in Writing, and Attitudes towards Writing : A Correlational Study in Turkish Tertiary-level EFL", The Asian EFL Journal Quarterly, 13(1), pp.164~192 (2011)
  20. Kear, D. J., "Measuring Attitude toward Writing : A New Tool for Teachers", The Reading Teacher, 54(1), pp.10~23 (2000)
  21. 김은영, "Twitter and Implications for Its Use in EFL Learning", 멀티미디어 언어교육, 14(2), pp.113~137 (2011), 한국멀티미디어언어교육학회
  22. Klassen, R., "Writing in Early Adolescence : A Review of the Role of Self-efficacy Beliefs", Educational PsychologyReview, 14(2), pp.173~203 (2002)
  23. Knudson, R. E., "Development and Application of a Writing Attitude Survey Grades 9 to 12 : Effects of Gender, Grade, and Ethnicity", Psychological Reports, 73, pp.587~594 (1993)
  24. Lakarnchau, O., "An Investigation of the Use of Microblogs by High and Low Proficiency Thai EFL Learners during the Completion of an English Reading andWriting Assignment", Ph. D, pp.2012
  25. Latif, M. A., "The Factors Accounting for the Egyptian EFL University Students’ Negative Writing Affect", Essex Graduate Student Papers in Language & Linguistics, 9, pp.57~82 (2007)
  26. Lee, S. Y., "Predictors of Success in Writing in English as a Foreign Language : Reading, Revision Behavior, Apprehension, and Writing", College Student Journal, 36(4), pp.532~543 (2002)
  27. Lee, S. Y., "Writing Apprehension in Chinese as a First Language", ReviewofApplied Linguistics, 115(1), pp.27~37 (1997)
  28. McLeod, S., "Some Thoughts about Feelings : The Affective Domain and the Writing Process", College Composition and Communication, 38, pp.426~435 (1987)
  29. Raimes, A., "Out of the Woods : Emerging Traditions in the Teaching of Writing", TESOLQuarterly, 25(3), pp.407~430 (1991)
  30. 서명아, "A Comparability Study of Learner Performance in L2 Translation, Reading Comprehension, and Grammar", 통번역교육연구, 14(3), pp.45~66 (2016), 한국통번역교육학회
  31. Swain, M., "The Output Hypothesis : Just Speaking and Writing Aren’t Enough", The CanadianModern Language Review, 50, pp.158~164 (1993)
  32. van Lier, L., "Sociocultural Theory and Second Language Learning", pp.245~259 (2000), Oxford University Press
  33. Vygotsky, L., "Mind in Society: The Development of Higher Psychological Processes" (1978), Harvard University Press
  34. Willis, J., "A Framework for Task-based Learning" (1996), Longman

관련 논문AI추천

트위터를 이용한 번역과제 공유활동이 끼치는 영향마선미한국통번역교육학회 · 통번역교육연구2020 · 제18권 제1호트위터를 활용한 영어쓰기 학습이 대학생들의 영어쓰기 능력에 미치는 영향김지영, 박혜정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제3호Three Teachers’ Initial Efforts to Use Twitter for Teaching English in Public Schools김혜영한국멀티미디어언어교육학회 · 멀티미디어 언어교육2010 · 제13권 제2호Twitter and Implications for Its Use in EFL Learning김은영, 박선미, 백선혜한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제2호새로운 교육 도구인 페이스북(Facebook)을 이용한 EFL 글쓰기 수업진승희한국멀티미디어언어교육학회 · 멀티미디어 언어교육2013 · 제16권 제3호The effects of Padlet use on writing anxiety and strategy use in online English writing learning이영림, 임희주한국디지털정책학회 · 디지털융복합연구2022 · 제20권 제5호

이 간행물의 다른 논문 (10건)

영어 중의성구문에 관한 번역 방안 연구강선옥pp. 5-27A Study on the Performance Differences in Translating the Written Texts Derived from the KCSAT English서명아, 박태자pp. 55-78A Study on Article Errors: Teaching Articles Through Translated Writing Method변혜원pp. 79-102영어 동의 표현과 한/영 통ㆍ번역의 문제이광호pp. 103-123A Gateway to Effectiveness in Translation Class: Flip Classes조운익pp. 125-141
원문 보기