동료제안과 녹음을 활용한 초급 대학생 영어 쓰기와 말하기 통합지도 사례연구
A Case Study on Low-Proficiency EFL College Students’ Integrated Writing and Speaking Instruction Using Peer Review and Recording
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The present study is to examine how the integrated writing and speaking instruction worked and the participants’ perceptions of the instruction in the low-proficiency EFL college students class using peer review and recording. Twenty undergraduates taking the class Fundamental Academic English participated in this study for 15 weeks. This study explores how the integrated writing and speaking instruction worked and the participants’ perceptions of the instruction. They joined in two guided writings and completed C-tests and questionnaires. The C-test results reveal that there is no statistically significant difference in English proficiency before and after the class. The participants need more time to enhance their English proficiency. The results of questionnaires show that writing before speaking was not helpful, and that participants preferred recording to peer review. However, the pre-planned and peer reviewed speaking scripts may lower the participants’ affective filter, make them feel more free to speak English, and gain a confidence that may eventually transfer to speaking. The findings imply that it is important to lower anxiety about speaking English for low-proficiency college students and this can be done through planned speaking scripts that may be peer reviewed and revised several times with the teacher’s suggestions. Further studies should include different digital tools, different English proficiency levels, and other writing and speaking tasks.
Abstract
The present study is to examine how the integrated writing and speaking instruction worked and the participants’ perceptions of the instruction in the low-proficiency EFL college students class using peer review and recording. Twenty undergraduates taking the class Fundamental Academic English participated in this study for 15 weeks. This study explores how the integrated writing and speaking instruction worked and the participants’ perceptions of the instruction. They joined in two guided writings and completed C-tests and questionnaires. The C-test results reveal that there is no statistically significant difference in English proficiency before and after the class. The participants need more time to enhance their English proficiency. The results of questionnaires show that writing before speaking was not helpful, and that participants preferred recording to peer review. However, the pre-planned and peer reviewed speaking scripts may lower the participants’ affective filter, make them feel more free to speak English, and gain a confidence that may eventually transfer to speaking. The findings imply that it is important to lower anxiety about speaking English for low-proficiency college students and this can be done through planned speaking scripts that may be peer reviewed and revised several times with the teacher’s suggestions. Further studies should include different digital tools, different English proficiency levels, and other writing and speaking tasks.
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