영작문과 영어발표 수업을 융합한 교수법이 영작문학습에 끼치는 학습효과
Effects of an Instructional Design Consolidating Writing and Presentation Lessons on English Writing Skills
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This study investigates the effects of an instructional approach consolidating writing and presentation lessons on English writing skills. The approach aimed to assist students at all stages of the writing process, including brainstorming, the revision of 5-paragraph essays, and essay conversion to scripts for formal presentations, along with improving the 4 language skills. Over 15 days, 55 college students repeated the instruction twice. Analysis confirmed that student writing scores improved on post-writing tests by 8.75 points out of 30, which was statistically significant (t=-11.40, p<0.05). Independent t-test analysis also confirmed that the improvement in writing tests scores of participants in the study was higher than that of previous students who took the course without the presentation component(t=-2.694, p<0.01). Further exploring this instructional approach, 17 students with better results in the post-writing test were chosen. These students’ writings highlighted the effectiveness of this approach in teaching about format, composition, and the use of transitional expressions. These students also gave a positive assessment of the approach, and reported that communication with others enhanced the expression of their opinions and audience awareness. The study discusses pedagogical approaches that incorporate writing and presentation lessons to amplify learning experiences and outcomes for English learners.
Abstract
This study investigates the effects of an instructional approach consolidating writing and presentation lessons on English writing skills. The approach aimed to assist students at all stages of the writing process, including brainstorming, the revision of 5-paragraph essays, and essay conversion to scripts for formal presentations, along with improving the 4 language skills. Over 15 days, 55 college students repeated the instruction twice. Analysis confirmed that student writing scores improved on post-writing tests by 8.75 points out of 30, which was statistically significant (t=-11.40, p<0.05). Independent t-test analysis also confirmed that the improvement in writing tests scores of participants in the study was higher than that of previous students who took the course without the presentation component(t=-2.694, p<0.01). Further exploring this instructional approach, 17 students with better results in the post-writing test were chosen. These students’ writings highlighted the effectiveness of this approach in teaching about format, composition, and the use of transitional expressions. These students also gave a positive assessment of the approach, and reported that communication with others enhanced the expression of their opinions and audience awareness. The study discusses pedagogical approaches that incorporate writing and presentation lessons to amplify learning experiences and outcomes for English learners.
참고문헌 (26)
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