• 영어어문교육
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• 제18권2호
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• pp.45-66
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• 2012

The purpose of this study was to investigate the impact of two different SNS-based tasks on university students' English writing performance. To address our primary research question, Me2day, microblogging and Social Networking Service, was employed. 43 university students were divided into two experimental groups depending on the task types: a comparison task group and a sharing personal experiences task group. The main findings of the study were as follows: first, two different types of SNS-based tasks, 'spot the differences' and 'writing diaries', had a positive effect on learners' writing performance. The reason for this was that the succinct messages limited to 150 characters made it easier for the students to try writing in English without burden; and they may benefit from their peers by seeing their posts and interacting with each other. Yet there were no significant differences between the two groups when it came to the degree of improvement. Second, two different types of SNS-based tasks differently fostered certain aspects of the writing performance; 'contents knowledge' was supported by the 'writing diaries' task and range was supported by the 'spot the differences' task. Third, learners in the two experimental groups mostly had positive impressions regarding usage of Me2day as a new learning tool.

• 영어어문교육
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• 제11권4호
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• pp.189-208
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• 2005

The purpose of this study is to investigate knowledge and use of English collocations in their relation to Korean college students' general English proficiency and writing abilities. Participants in the present study were 203 Korean college students. Their knowledge and use of English collocations were measured by a self-designed collocation test and an essay writing test. The findings were as follows: First, there was a significant difference in students' knowledge of collocations according to their general English proficiency. Students' performance in the collocation test increased as their level of proficiency increased. Second, there was a significant difference in students' knowledge of collocations according to their writing abilities. Students showed better performance in the collocation test as their level of writing abilities increased. Third, there was a significant difference in students' use of collocations according to their writing abilities. Students' collocation use in the writing test increased as their level of writing abilities increased. Fourth, there was a strong relationship between the students' knowledge of collocations and their general English proficiency and between the students' use of collocations and their writing abilities. Pedagogical implications of the study and suggestions for further research were discussed on the basis of the research findings.

• 영어어문교육
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• 제8권1호
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• pp.165-198
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• 2002

The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

• International Journal of Advanced Culture Technology
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• 제11권1호
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• pp.12-17
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• 2023

This study investigates the effects of online English writing instruction on university students' writing performance and their anxiety. A total of 34 participants completed the pre- and post- writing tests as well as the surveys regarding perceived anxiety toward English writing. Reflection papers and interviews were employed to triangulate the results of the questionnaires. Quantitative analysis of learners' writing outcomes and surveys revealed that online writing instruction helped improve students' writing skills and reduce writing anxiety. The interviews and reflection papers demonstrated that learners found the writing instruction helpful in reducing somatic anxiety, avoidance behavior, and cognitive anxiety. The current study suggests that adopting non-face-to-face online writing instruction aids EFL students in developing their writing and alleviating writing anxiety.

• 영어어문교육
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• 제18권2호
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• pp.149-170
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• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.

• International Journal of Advanced Culture Technology
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• 제11권3호
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• pp.156-162
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• 2023

The purpose of this study was to examine the effects of peer scaffolding on the writing fluency of English language learners. This study was intended to confirm that peer scaffolding in English as a foreign language (EFL) writing classes can improve students' English proficiency. An analysis of 20 EFL learners studying at a university in Gyeonggi Province was conducted based on the English Proficiency Test. In this study, 20 intermediate learners with similar proficiency levels were included in the sample. Randomly, 10 students were designated as members of the control group, and 10 students were designated as members of the experimental group. In the experimental group, students practiced essay writing, while a skilled student provided scaffolding for a less skilled student. A variety of tools were used to gather data, including tests, questionnaires, and interviews Statistical analyses of quantitative data were conducted using t-tests for independent samples, whereas analyses of qualitative data were conducted based on themes. Pre-test results indicated a significant value of sig. =0.87, which was higher than α = 0.05. According to the results of this study, the writing performance of both experimental and control groups of students was equal and homogeneous prior to treatment. However, there were significant differences between the writing of students in the two groups after the completion of the program. Due to the post-test analysis of the writing test, the test resulted in a sig. =0 .043, a value lower than α = 0.05. As a result, the experimental group participants showed a marked improvement in their writing abilities after treatment.

• 영어어문교육
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• 제16권1호
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• pp.123-142
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• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.

• 한국콘텐츠학회논문지
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• 제20권5호
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• pp.37-45
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• 2020

본 연구에서는 영어쓰기에서 활용되고 있는 온라인 자동쓰기평가 프로그램을 활용하는데 있어서 학생들의 인식 및 태도를 살펴보는데 목적이 있다. 이를 위해 총 131명이 참여하였고 참여자는 대학교 1학년 초급수준의 학습자들로 구성되어있다. 연구도구로는 사전·사후 설문지, 사전·사후 테스트 그리고 학습저널의 자료가 수집되고 분석되었다. 연구는 2019년 2학기, 총 15주에 걸쳐 실시되었으며 그 결과는 다음과 같다. 첫째, 설문에 참여한 학생들은 스스로 영문법에 어려움이 있고 영작문에 있어서 피드백이 도움이 된다고 생각하고 있었다. 둘째, Grammarly 활용에 있어서 학생들은 전반적으로 긍정적인 태도를 보이고 있었다. Grammarly는 영어학습과 과제수행에 도움이 되었고 활용도 면에서도 높게 나타났다. 마지막으로 사전·사후 문법테스트에서 Grammarly의 효과성은 유의미한 결과를 보였다. 본 연구결과를 토대로 한 제안점은 다음과 같다. 첫째, 학생들이 프로그램을 적극적으로 활용할 수 있도록 익숙해지는 시간을 갖도록 해야 한다. 둘째, 교사는 학생들에게 AWE(Automated Writing Evaluation)의 피드백이 항상 정확하지만은 않다는 것을 이해하도록 해야 한다. 마지막으로 교사의 피드백이 반드시 함께 제공되어야 한다.

• 디지털콘텐츠학회 논문지
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• 제14권3호
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• pp.343-348
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• 2013

본 연구의 목적은 영어 쓰기 학습 향상을 위한 도구로서 인터넷 활용과 소프트웨어의 영어 수업에 도입함으로써 얼마나 효과적이고 효율적인 교육이 될 수 있는지 연구하고자 한다. 첫째로 영어 쓰기에 관한 기존 연구들의 비교 분석과 연구 배경을 기술하고 둘째, 인터넷 도구들을 이용하여 영어 쓰기 과제 학습에 얼마나 효율적인지 기술하고자 한다. 이것은 인터넷 게시판에 주어진 어휘나 동사들을 가지고 문장을 완성해가는 과제를 예로 들 수 있다. 셋째, 이 연구는 인터넷 도구와 소프트웨어를 이용할 경우 오프라인 수업과 비교하여 학습자의 수업 태도와 적극성에 어떠한 변화가 있는지 비교 분석하고자 한다. 오프라인 수업에서와는 달리 웹사이트, IRC (Internet Relay Chat), 다양한 인터넷 도구와 여러 영어 말하기 및 듣기 실력향상을 위한 다양한 소프트웨어 활용이 학습자의 쓰기 실력 향상과 태도에 있어서 매우 중요한 영향을 미치고 있음을 알 수 있다.

• 정보과학회 논문지
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• 제41권11호
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• pp.911-920
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• 2014

본 논문은 기계학습을 기반으로 하는 중등수준의 단문형 영어작문 자동채점시스템에 대해 제안한다. 본 논문에서는 기계학습을 이용한 영어 자동채점의 전반적인 수행 방법과 시스템의 구성 및 동작방식, 채점자질의 고려사항에 대해 논한다. 학생 답안의 내용 완성도를 평가하기 위하여 문서의 내용을 요약한 "개념답안"을 제안하여 사용하였다. 본 연구에서는 여러 개의 기계학습 알고리즘을 사용하여 자동평가를 수행한다. 자동평가의 성능을 향상시키기 위해 여러 개의 기계학습 알고리즘의 결과를 최적으로 결합하여 하나의 최종 결과를 도출할 수 있는 "최적조합" 결정과정을 제안한다. 실제 학생들의 작문 데이터를 이용하여 시스템을 구축하고 자동채점 시스템의 성능 평가를 수행하였다.