대학생 영어 쓰기 학업성취도에 미치는 모바일 학습의 효과
The effects of mobile-mediated learning on university students' English writing achievement
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The purpose of this study is to investigate the effects of mobile-mediated learning on university students' English writing achievement and to explore their perspectives on using mobile devices in terms of cooperative learning, affective aspects and learning effects. For 10 weeks, a total of 48 university students majoring in Business English used the KakaoTalk in a classroom as a mobile messenger to enhance mobile-mediated group talk for the purpose of improving their writing skills for 20 minutes a week. In order to investigate if participants improved their writing skills, the pre and post TOEIC writing essay test were administered. Two classes were assigned into an experimental group vs. a traditional group depending on the use of the mobile-mediated group talk. A comparison analysis of the pre/post test, T-test and Ancova was performed to compare two groups’ statistical differences. To examine the students' perceptions on using mobile-mediated group talk, data was collected from the students' survey and an interview. The major findings of the study are as follows. First, participants who used mobile-mediated group talk improved their writing achievement, and there was statistical significance in writing scores found in the posttest. Second, statistical differences between the control group without mobile apps and the experimental group with mobile apps was not significant in terms of mean differences in writing achievement. Third, students' responses to the questionnaires showed that the they found the traditional group talk in the classroom was more helpful and effective in learning than the mobile-mediated group talk. Fourth, there was no gender difference between males and females in terms of writing achievement. Based on the findings, educational implications for further research are discussed.
Abstract
The purpose of this study is to investigate the effects of mobile-mediated learning on university students' English writing achievement and to explore their perspectives on using mobile devices in terms of cooperative learning, affective aspects and learning effects. For 10 weeks, a total of 48 university students majoring in Business English used the KakaoTalk in a classroom as a mobile messenger to enhance mobile-mediated group talk for the purpose of improving their writing skills for 20 minutes a week. In order to investigate if participants improved their writing skills, the pre and post TOEIC writing essay test were administered. Two classes were assigned into an experimental group vs. a traditional group depending on the use of the mobile-mediated group talk. A comparison analysis of the pre/post test, T-test and Ancova was performed to compare two groups’ statistical differences. To examine the students' perceptions on using mobile-mediated group talk, data was collected from the students' survey and an interview. The major findings of the study are as follows. First, participants who used mobile-mediated group talk improved their writing achievement, and there was statistical significance in writing scores found in the posttest. Second, statistical differences between the control group without mobile apps and the experimental group with mobile apps was not significant in terms of mean differences in writing achievement. Third, students' responses to the questionnaires showed that the they found the traditional group talk in the classroom was more helpful and effective in learning than the mobile-mediated group talk. Fourth, there was no gender difference between males and females in terms of writing achievement. Based on the findings, educational implications for further research are discussed.
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