• 영어어문교육
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• 제11권1호
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• pp.179-202
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• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• 영어어문교육
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• 제16권1호
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• pp.171-188
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• 2009

The purpose of this study was to investigate the role of ongoing feedback from the professor in students' processes of learning and developing writing skills. Specifically, the researcher was concerned with how ongoing feedback affected students' attitudes towards writing because in EFL contexts, motivating students to write is a first step to engage them in a challenging journey of academic writing. 20 freshmen taking a writing course, "Paragraph & Essay Writing", at A university participated in this study and they were asked to complete the questionnaire at the end of the spring semester 2009. The results revealed that receiving ongoing feedback from the professor had a positive influence on affective domain, was helpful to develop learning strategies, and was valuable in learning outcomes. However, they also expressed negative opinions: feeling a burden, focusing on forms, and feeling confused. To reflect their opinions, the following four suggestions were made to create a more effective learning environment: promoting learner autonomy, facilitating individual writing conferences, giving balanced feedback in between form and content, and using judicious feedback through careful streaming.

• 영어어문교육
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• 제12권2호
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• pp.127-152
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• 2006

For the past 20 years the process approach to writing has been popular in second language writing classrooms. However, there have been very few studies conducted in Korea with regard to the composing processes and the effects of proficiency on writers' usage. The present study attempts to begin to fill this gap. Three groups of college students with different writing proficiency participated in the study: the advanced group, the intermediate group, and the beginning group. The verbal protocol of their writing processes revealed that they approached writing tasks differently. While the advanced writers focused on generating texts and ideas and examined their writing at both global and local levels, the other two groups of students tended to focus on evaluating text at the local level and generated fewer ideas and less text. The findings from this study are then compared to those of some major studies of the composing process as conclusions are subsequently drawn about the specific needs of Korean college writers.

• 영어영문학
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• 제56권6호
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• pp.1163-1190
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• 2010

Korean EFL learners' stylistic sensitivity was examined through the two types of letter writing, professional and personal. The base of comparison with the English native speakers' stylistic sensitivity was the linguistic style markers that were statistically found by Biber's (1988) multi-dimensional model of variation of English language. The main finding was that Korean university students were sensitive to stylistic difference in the correct direction, though their linguistic repertoire was limited to the easy and simple linguistic features. Also, the learners were skewed in the involved style in both types of the letters unlike the native speakers and it was interpreted as due to the general developmental direction from informal to formal linguistic style. Learners were also skewed in the explicit style in both types of letters unlike the native speakers and it was interpreted as due to the learners' heavy reliance on one particular linguistic feature. As a whole, the learners' stylistic sensitivity heavily relied on the small number of linguistic features that they have already acquired, which happen to be simple and basic linguistic features.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 춘계 종합학술대회 논문집
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• pp.39-40
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• 2014

• 영어어문교육
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• 제16권4호
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• pp.91-106
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• 2010

This study examines the use of hedges in cross-cultural communication between EFL learners in an e-learning environment. The study analyzes the use of hedges in a corpus of an interactive web with a bulletin board system through which college students of English at Japanese and Korean universities interacted with each other discussing the topics of local and global issues. It compares the use of hedges in the students' corpus to that of a native English speakers' corpus. The result shows that EFL learners tend to use relatively smaller number of hedges than the native speakers in terms of the frequencies of the total tokens. It further reveals that the learners' overuse of a single versatile high-frequency hedging item, I think, results in relative underuse of other hedging devices. This indicates that due to their small repertoire of hedges, EFL learners' overuse of a limited number of hedging items may cause their speech or writing to become less competent. Based on the result and interviews with the learners, the study also argues that hedging should be understood in its social contexts and should not be understood just as a lack of conviction or a mark of low proficiency. Suggestions were made for using computer corpora in understanding EFL learners' language difficulties and helping them develop communicative and pragmatic competence.

• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.71-76
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• 2022

The purpose of this research is to investigate the types of semantic errors made by MT in translating EFL college students' original drafts written in Korean into English. Specifically, this study attempts to find out 1) what types of semantic errors are most frequently committed by MT? and 2) how students feel about the quality of the MT-produced output? The findings from this study indicated that MT produced the errors related to accuracy (47%) the most, followed by the errors related to fluency and ambiguity (14.6% respectively). Students were well aware of the errors with accuracy and fluency but had limited ability to check the errors with ambiguity. Based on the findings, this study suggests pedagogical implications which can be implemented in L2 writing classrooms.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• 영어영문학
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• 제58권6호
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• pp.1085-1101
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• 2012

This study, guided by Engeström's (1999, 2001) activity theory which owes its theoretical lineage to sociocultural theory, explores how roles (peer feedback givers and receivers) and tasks are distributed among EFL students who engage in peer response. More specifically, as an extension of previous research of focusing on "stances" ESL students adopt, I investigate whether different roles in peer response groups make a difference in the nature of peer response and identify what underlays the different roles in peer group interaction. In addition, I examine whether different roles to the peer response create tensions and contradictions in peer response and how these created conflicts lead to changes in peer response activity system. The data I wish to consider is first-person narratives elicited from two EFL college students. I use Won's and Choi's (both pseudonyms) stories as a heuristic, which is a method that allowing one to proceed fruitfully in finding information. Foregrounded in this study are the students' different roles in the same peer response activity. A division of labor exists between Won/Choi and their peers - the way tasks are divided up and the way roles are structured. Yet Won and Choi adopted rather divergent roles when participating in peer response activity and carried out qualitatively different peer response activities. It is obvious here that the distribution of their roles in carrying out this particular peer response is shaped by Won' and Choi's perception about the validity of their peers' responses.

• 한국융합학회논문지
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• 제10권7호
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• pp.71-76
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• 2019

본 연구의 목적은 교양영어 학습자들을 대상으로 실천학습(Action learning) 기법을 활용한 영어 수업 사례 연구를 통하여 그 효과를 알아보고자 했다. 본 연구는 학습자 중심 수업을 기본으로 하여 학습자 간의 상호수정 활동을 통해 영어 기술을 익힐 수 있다는 것에 연구의 가치를 두고 실천학습(Action learning)을 수업에 활용함으로써 그 효과를 알아보고자 했다. 2018년 3월 1일부터 2018년 6월15일까지 교양 영어 두개 반(실험반, 통제반) 학생을 대상으로 하였으며 실험 집단은 실천학습(Action learning) 협력기법을 활용한 협력쓰기 수업을 진행하고, 통제 반은 교수자가 기존에 하던 방식의 쓰기 수업을 진행하여 비교하였다. 본 연구의 연구문제는 실천학습(Action learning) 기법을 적용한 협력 쓰기 활동이 학생들의 쓰기 유창성에 어떠한 영향을 미치는가를 알아보고자했다. 연구결과, 실험집단의 경우 단어의 수, 문장의 수와 문장 길이 등의 쓰기의 유창성 부분에서 통계적으로 유의미한 결과를 가져왔다. 학습자들은 학습 관계에서 더 깊이 있게 다른 사람들이 지닌 지식이나 생각을 공유하고 보다 규칙적인 근거를 가지고 근접발달영역 들어갈 수 있었다.