컴퓨터 활용 의사소통(CMC)이 초등학생의 영어 쓰기 능력 및 정의적 측면에 미치는 영향

Abstract

본 연구는 CMC(Computer Mediated Communication) 환경에서의 동료피드백이 초등학교 학생들의 쓰기 능력과 정의적 태도에 미치는 영향에 대하여 조사하였다. 연구 참여자는 48명의 초등학교 5학년 학생들이었고 실험은 16주 동안 이루어졌다. 참여자는 두 개의 반으로 나누어져 24명의 CMC반은 온라인 게시판에 자유 작문을 작성하고 피드백을 받은 반면, 24명의 FFC(Face-to-Face Communication)반은 종이에 자유 작문을 작성하고 그 종이에 피드백을 받았다. 학생들의 쓰기능력과 정의적 태도에 대한 CMC 도구 사용의 효과를 알아보기 위하여 다음과 같은 연구 문제를 설정하였다. 첫째, CMC 활용은 학습자들의 영어 쓰기 능력에 어떤 영향을 끼칠 것인가? 둘째, CMC 환경에서의 동료피드백은 학습자의 영어쓰기에 대한 정의적 태도에 어떤 영향을 끼칠 것인가? 셋째, CMC 환경에서의 동료피드백과 면대면 환경에서의 동료피드백은 어떤 차이를 보이는가? 넷째, CMC 환경과 면대면 환경에서 영어쓰기에 대한 학습자의 반응은 어떤 차이를 보이는가? 본 연구를 위해서 실험 참여자들이 제출한 작문과제와 동료피드백, 인터뷰내용과 학습일지를 가지고 양적·질적 분석을 하였다. 분석 결과는 다음과 같다. 첫째, CMC 활용은 학습자들의 영어쓰기 능력을 향상시키는 데에 긍정적인 영향을 끼쳤다. 사후 자유 작문에서 CMC반의 총 단어 수는 FFC반보다 통계적으로 유의미하게 많았다. 그리고 통계적인 차이는 없었지만 CMC반의 대문자, 철자, 부호, 문법의 오류 빈도수가 FFC반보다 낮았다. 둘째, 사전-사후 정의적 태도 설문지를 분석한 결과, CMC반 학생의 정의적 태도, 즉 흥미도, 자신감, 영어쓰기 효용성에 대한 생각이 FFC반의 학생보다 긍정적으로 변화하였다. 반면, FFC반의 학생들의 흥미도, 자신감, 영어쓰기 효용성에 대한 생각은 오히려 사전보다 부정적으로 변화하였다. 특이한 점은, 두 반 모두 학생들의 불안 및 수치감은 낮아졌는데 이는 두 반 모두 동료피드백 교환활동을 통해 학생들의 불안감 및 수치감이 낮아진 까닭으로 사료된다. 셋째, CMC 환경에서의 동료피드백 교환활동은 학생들의 쓰기능력에 양적·질적인 성장을 가져다주었다. 총 피드백 수도 CMC반이 FFC반보다 많았고 FFC 학생들은 형식, 칭찬, 길이에 관한 단순한 피드백이 많았던 반면 CMC 학생들은 형식, 내용에 관한 질적으로 우수한 피드백을 많이 보여주었다. 넷째, 인터뷰와 학생들의 학습일지 분석을 통해 CMC 도구 사용이 FFC 도구 사용보다 선호도와 만족도가 높았음을 알 수 있었다. 실험반 학생들의 CMC 도구에 대한 선호도는 96%로, 통제반의 FFC 도구에 대한 선호도인 57%보다 훨씬 높았다. 인터뷰에서, 학생들은 FFC 도구인 종이는 학생들의 필기를 알아보기 힘들고, 동시에 많은 사람들이 피드백을 하기 힘든 반면, CMC 도구는 쓰기와 피드백이 편할 뿐 아니라 필기를 신경 쓰지 않아도 된다는 점에서 장점이 많다고 하였다. 이와 같은 결과는 CMC 환경에서의 동료피드백 교환활동이 면대면 환경보다 초등학습자들의 영어쓰기 능력과 정의적 태도에 긍정적인 영향을 끼침을 알 수 있다.|ABSTRACT

Pedagogical values of CMC in elementary school English classroom: Focusing on students' writing proficiency and learning attitudes

Lee, Hwa Jeon Department of English Education The Graduate School of Education Hanyang University

The present study examines whether the use of CMC(Computer Mediated Communication) instruments in peer feedback can be effective in the writing improvement and positive learning attitudes of elementary school students. 48 participants of 5th grade elementary school students were selected to participate and writing classes were carried out over sixteen weeks. The participants were divided into two classes. The 24 participants of the CMC class wrote their free writing on the online bulletin board and they also received peer feedback on the online bulletin board. On the other hand, the 24 participants in the FFC(Face-to-face Communication) class wrote their free writing and peer feedback on the paper. To examine the effectiveness of peer feedback using CMC instruments in writing and learning attitude, the following research questions were examined for this study: 1) Does the CMC environment affect the participants' writing proficiency? 2) How are the participants' learning attitudes towards peer feedback in CMC instrument? 3) What are the different aspects of participants' peer feedback in the CMC environment compared to the FFC environment? 4) What are the differences between participants' response in the CMC environment compared to the FFC environment? In order to answer these research questions, both quantitative research and qualitative research were used in analysing the content of students' free writing, peer feedback, interviews and students' diaries. The results and findings of this study can be summarized as follows: First, the statistical results indicated that there were significant differences in the writing improvement in the CMC class. The average score of total words in the CMC class was higher than in the FFC class in their final post-writing compared to pre-writing. And the frequency of errors in students' writing in the CMC class is lower than in the FFC class. Second, the result of the pre-/post- questionnaires showed that CMC students' learning attitudes such as interest, self-confidence, recognition of usefulness of English writing had increased. On the other hand, FFC students' learning attitudes had decreased. However, students' writing anxiety had decreased in both classes. It is considered that exchanging peer feedback is helpful to decrease anxiety in both classes. Third, exchanging peer feedback in the CMC environment brings about a lot of quantitative and qualitative developments in students' writing. The total frequency of CMC feedback is higher than FFC feedback. And the CMC students can provide both high-quality feedback in form and content while the FFC students provided simpler and shorter comments in form, length, and compliments in their peer feedback. Fourth, through the analysis of interviews and students' diaries, the preference and satisfaction in using CMC instruments is higher than in using FFC instruments. 96% of CMC students prefer to do the writing activities in a CMC environment, but only 57% of FFC students prefer to do the writing activities in a FFC environment. In the interviews, students mentioned that the CMC instrument is convenient to write in and give feedback in as well, and students don't care about their handwriting, while on paper, it is hard to read their friends' handwriting, and it is impossible to give feedback to many people at the same time. These findings support the need and usefulness of peer feedback in a CMC environment for elementary school students' writing development and positive learning attitudes.; ABSTRACT

Pedagogical values of CMC in elementary school English classroom: Focusing on students' writing proficiency and learning attitudes

Lee, Hwa Jeon Department of English Education The Graduate School of Education Hanyang University

The present study examines whether the use of CMC(Computer Mediated Communication) instruments in peer feedback can be effective in the writing improvement and positive learning attitudes of elementary school students. 48 participants of 5th grade elementary school students were selected to participate and writing classes were carried out over sixteen weeks. The participants were divided into two classes. The 24 participants of the CMC class wrote their free writing on the online bulletin board and they also received peer feedback on the online bulletin board. On the other hand, the 24 participants in the FFC(Face-to-face Communication) class wrote their free writing and peer feedback on the paper. To examine the effectiveness of peer feedback using CMC instruments in writing and learning attitude, the following research questions were examined for this study: 1) Does the CMC environment affect the participants' writing proficiency? 2) How are the participants' learning attitudes towards peer feedback in CMC instrument? 3) What are the different aspects of participants' peer feedback in the CMC environment compared to the FFC environment? 4) What are the differences between participants' response in the CMC environment compared to the FFC environment? In order to answer these research questions, both quantitative research and qualitative research were used in analysing the content of students' free writing, peer feedback, interviews and students' diaries. The results and findings of this study can be summarized as follows: First, the statistical results indicated that there were significant differences in the writing improvement in the CMC class. The average score of total words in the CMC class was higher than in the FFC class in their final post-writing compared to pre-writing. And the frequency of errors in students' writing in the CMC class is lower than in the FFC class. Second, the result of the pre-/post- questionnaires showed that CMC students' learning attitudes such as interest, self-confidence, recognition of usefulness of English writing had increased. On the other hand, FFC students' learning attitudes had decreased. However, students' writing anxiety had decreased in both classes. It is considered that exchanging peer feedback is helpful to decrease anxiety in both classes. Third, exchanging peer feedback in the CMC environment brings about a lot of quantitative and qualitative developments in students' writing. The total frequency of CMC feedback is higher than FFC feedback. And the CMC students can provide both high-quality feedback in form and content while the FFC students provided simpler and shorter comments in form, length, and compliments in their peer feedback. Fourth, through the analysis of interviews and students' diaries, the preference and satisfaction in using CMC instruments is higher than in using FFC instruments. 96% of CMC students prefer to do the writing activities in a CMC environment, but only 57% of FFC students prefer to do the writing activities in a FFC environment. In the interviews, students mentioned that the CMC instrument is convenient to write in and give feedback in as well, and students don't care about their handwriting, while on paper, it is hard to read their friends' handwriting, and it is impossible to give feedback to many people at the same time. These findings support the need and usefulness of peer feedback in a CMC environment for elementary school students' writing development and positive learning attitudes.