디지털 도구를 활용한 초급 한국 EFL 대학생의 동료 피드백 기반 쓰기 프로젝트에 관한 연구

Abstract

This study explores the integration of digital technologies and collaborative peer feedback to enhance the English writing skills of low-level Korean EFL college students. Twenty-two sophomores participated in a peer feedback writing project using nine digital tools. Data from C-tests, writing samples, peer comments, and surveys were analyzed quantitatively and thematically. Findings revealed that students favored Google Docs and Grammarly. Most feedback was surface-level, but some shifted toward meaning-focused feedback. Writing anxiety decreased and motivation increased. Digital tools with structured peer feedback enhanced confidence, awareness, and writing skills in low-level EFL learners. Further studies with diverse groups, tasks, genres, and longer intervention periods are recommended to better understand long-term impacts.