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Development of Korean Elementary School Students’ English Writing Ability through Telecollaboration with American Peers

구경연
언어과학회 (The Linguistic Science Society)|2018.03|언어과학연구 (The Journal of Linguistics Science)|제84호|pp. 1-21|DOI DOI:http://dx.doi.org/10.21296/jls.2018.03.84.1

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참고문헌

키워드

vocabulary acquisitiontelecollaborationelementary school English writingtechnology-mediated communication
주제분류언어학

초록

This study examined whether telecollaborative learning with native peers of English influenced Korean elementary school students’ writing ability. The quasi-experiment was conducted with two groups of Korean sixth grade students, an experimental group and a control group. The experimental group was treated with ten telecollaboration sessions with American peers discussing seven different topics on a blog site. To evaluate their writing ability at a word-level and a sentence-level, all participants were asked to describe a picture in English before and after their asynchronous telecollaboration experience. The outcomes of the study were that the asynchronous telecollaboration helped the participants develop their English vocabulary knowledge and improved their sentence-level writing fluency but not their sentence-level writing accuracy. The study is worthwhile because it provides a guideline for future telecollaboration programs even though the results did not show a strong indication for the relationship between asynchronous telecollaboration and writing ability.

Abstract

This study examined whether telecollaborative learning with native peers of English influenced Korean elementary school students’ writing ability. The quasi-experiment was conducted with two groups of Korean sixth grade students, an experimental group and a control group. The experimental group was treated with ten telecollaboration sessions with American peers discussing seven different topics on a blog site. To evaluate their writing ability at a word-level and a sentence-level, all participants were asked to describe a picture in English before and after their asynchronous telecollaboration experience. The outcomes of the study were that the asynchronous telecollaboration helped the participants develop their English vocabulary knowledge and improved their sentence-level writing fluency but not their sentence-level writing accuracy. The study is worthwhile because it provides a guideline for future telecollaboration programs even though the results did not show a strong indication for the relationship between asynchronous telecollaboration and writing ability.

참고문헌 (33)

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관련 논문AI추천

대만 학생들과의 원격화상수업이 한국 초등학생들의 다문화역량 및 영어 말하기 능력 신장에 미치는 영향임현우, 전희영팬코리아영어교육학회 · 영어교육연구2013 · 제25권 제3호가상교실 기반의 국제문화 교류 협력(collaboration) 활동이 한국 영어학습자의 의사소통능력 국제문화이해 역량에 미치는 영향한종임한국멀티미디어언어교육학회 · 멀티미디어 언어교육2016 · 제19권 제3호Benefits of Telecollaboration with Australian Peers: A Focus on Korean Primary School English Learners’ Affective Factors구경연대한영어영문학회 · 영어영문학연구2014 · 제40권 제1호인터넷을 활용한 초등학생 영어 쓰기능력 향상 방안박윤주, 이종은현대영어교육학회 · 현대영어교육2013 · 제14권 제1호소그룹 협동학습 활동이 초등학교 학생들의 영어 쓰기 능력에 미치는 영향김동규, 최유선팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제3호초등 영어 수준에서 협력 쓰기 활동이 쓰기 학습에 미치는 영향강수경, 김진영, 김혜원, 손혜진, 이승민현대영어교육학회 · 현대영어교육2022 · 제23권 제1호

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