• 영어어문교육
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• 제13권2호
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• pp.91-108
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• 2007

This study investigates learners' perception on their engagement in rating activities in the EFL essay-writing context. The current study aims to address the answers to the following research questions: 1) What attitude do students show about their participation in the rating tasks? and 2) which of three aspects (e.g. the degree of rating experience, the exposure to English composition instruction and learning, and proficiency level) significantly influences learners' rating activities? 104 EFL learners participated in the rater training session. After participants finished rater training session, they rated three sample essays and peer essays using the given scoring guide. Based on the analysis of survey responses that students made, students showed positive attitude toward their engagement in rating tasks. For research question 2, only L2 writing proficiency seriously affected students' perception on the rating tasks. Advanced level of subjects did not feel stressed by a grade of peers as low level of subjects did. They were also critical about the benefits of self- and peer-assessment, suggesting that a peer's feedback on their own essay was not so useful and that a self-rating does not fully help learners identify their writing proficiency.

• 예술인문사회 융합 멀티미디어 논문지
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• 제8권7호
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• pp.341-350
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• 2018

이 연구의 목적은 초등 예비교사를 대상으로 과학적 사고력과 과학적 감성을 계발하기 위한 과학 에세이 쓰기 활동을 개발하여 그 효과를 분석하는데 있었다. 연구를 위해 우리나라 G지역의 교사 양성 기관에 다니고 있는 1학년 학생 60명이 선택되었다. 60명의 초등 예비교사는 모두 '과학 탐구'와 관련된 교양 강의를 선택한 학생들이었다. 연구결과, 과학적 사고력과 관련된 글에서는 과학적인 방법인 '귀납'의 방법을 사용하는 것을 확인할 수 있었으며, 과학적 감성과 관련된 글에서는 이야기의 배경, 매개체, 목적과 관련된 서술이 포함되어 있는 것을 확인할 수 있었다. 더불어 초등 예비교사들은 글쓰기가 거듭되면서 글쓰기 능력이 향상되었으며, '과학'에 대한 이미지도 많은 부분에서 긍정적으로 변화함을 확인할 수 있었다. 아울러 이번 연구는 과학 글쓰기 능력 향상을 위해서 다양하고 흥미로운 과학 탐구 활동이 필요함을 시사해 준다.

• 영어어문교육
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• 제12권1호
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• pp.221-238
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• 2006

This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.

• 영어어문교육
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• 제13권1호
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• pp.235-259
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• 2007

The purpose of the present study is to develop a prototype automated scoring system for English writing. The system was developed for scoring writings of Korean middle school students. In order to develop the automated scoring system, following procedures have been applied. First, review and analysis of established automated essay scoring systems in other countries have been accomplished. By doing so, we could get the guidance for development of a new sentence-level automated scoring system for Korean EFL students. Second, knowledge base such as lexicon, grammar and WordNet for natural language processing and error corpus of English writing of Korean middle school students were established. Error corpus was established through the paper and pencil test with 589 third year middle school students. This study provided suggestions for the successful introduction of an automated scoring system in Korea. The automated scoring system developed in this study should be continuously upgraded to improve the accuracy of the scoring system. Also, it is suggested to develop an automated scoring system being able to carry out evaluation of English essay, not only sentence-level evaluation. The system needs to be upgraded for the improved precision, but, it was a successful introduction of an sentence-level automated scoring system for English writing in Korea.

• 영미문화
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• 제14권2호
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• pp.233-249
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• 2014

This essay addresses the missing conversation in Keats studies by showing how an enduring mystery of Romantic writing—the medium of poetic process and the physical conditions of enunciation—remains a central question in the Hyperion fragments. It is my argument that the tropes of material textuality prevalent in the Hyperions represent a bold cultural statement in which Keats reacts to the major premises underlying the Romantic culture's notion of poetry as abstraction: the Romantic notion of literary (re)production as a product of the activity of a mind. Keats's self-conscious, symbolic representation of the mechanics of poetry-making can be read as an investigation of the ways in which the Romantics were aware of and even eager to articulate the instabilities of their position on the relations between words and things. This essay does not focus exclusively on the physical embodiment of Keats's work as such, so much as the second-generation Romantic poet's contribution to the Romantics' self-conscious and critical understanding of the depiction, perception and ideologies of their poetry and its mediation.

• 수완나부미
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• 제11권1호
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• pp.7-40
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• 2019

The essay reflects on the work of Adrian Lapian (1929-2011), an Indonesian scholar of archipelagic/maritime Southeast Asia and its "sea people-sea pirates-sea kings." The essay suggests that Lapian's writing mirrors navigation at sea, and the constant re-orientation and ever-changing, multiple points of view that are part of it. This is contrasted to Foucault's "panopticism" and academic desire for discipline. Taking cue from Lapian's writing and from the present author's experience of seafaring, the essay envisions Southeast Asian studies as a fluid, precarious, disorienting, even nauseating multiplicity of experiences, dialogues, and moving, unstable, and uncertain points of view; a style of learning that is less (neo)colonial, more humble, and closer to experiences in the region, than super-scholarship that imposes universalizing, panoptic standards, theories and methods (typically self-styled as "new") that reduce the particular into a specimen of the general, a cell in the Panopticon. The essay concludes with reflections on certain learning initiatives/traditions at the National University of Singapore, including seafaring voyages-experiences, encounters, and conversations that make students and scholars alike to move and see differently, to be touched, blown away, rocked, swayed, disoriented, swallowed, transformed, and feel anew their places, roots, bonds, distances, fears, blindness, powerlessness.

• 실천공학교육논문지
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• 제16권1_spc호
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• pp.21-31
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• 2024

본 연구는 ChatGPT를 활용한 글쓰기 의사소통 역량을 평가하는 AI 평가도구 개발에 초점을 두었다. 개발 과정에 있어 내용 전문가와 기술 전문가 간의 상호작용을 통해 IT와 인문사회 영역의 융합과정을 탐구하였다. 내용 전문가와 기술 전문가는 긴밀한 소통 및 상호작용을 통해, 글쓰기 의사소통 역량의 채점기준을 탑재하였고 각 영역별(내용의 적절성, 조직의 효과성, 어법의 정확성) 점수와 피드백을 제공하는 AI 평가도구를 개발하였다. 이 과정에서 본 연구는 내용과 기술이 어떻게 결합하는지에 대한 과정을 드러내고, 이후 생성형 AI를 활용한 평가도구 기술 전문가를 포함한 융합연구자들이 유의해야 할 사항 등에 대해 제시하였다.

• 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.

• International Journal of Contents
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• 제15권4호
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• 영어어문교육
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• 제13권1호
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• pp.1-26
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• 2007

This study aimed to investigate how EFL learners perceived English writing tasks and teachers' written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers' feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.