• Korean Journal of Cognitive Science
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• v.30 no.4
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• pp.175-197
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• 2019

Writing is an activity known to enhance higher level thinking. It allows the writer to utilize, apply, and actively expand the acquired knowledge. One way to increase writing activity in classroom setting is to use peer assessment. In this study, we sought to increase the accuracy of peer assessment by having students discuss about the scoring rubric or by referring to an expert's assessment. One hundred and fifty college students participated in the experiment. In the group that referred to the expert's assessment, the accuracy of peer assessment increased when the same piece of writing was evaluated; however, no such increase was observed when another piece of writing was assessed. On the other hand, in the group that discussed about the scoring rubric, the accuracy of peer assessment remained the same when the same piece of writing was evaluated, but increased when another piece of writing was assessed. Also, in the discussion group, the accuracy increased in proportion to the number of comments during the discussion. The results suggest that active and voluntary participation of students increase the accuracy of peer assessment.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.435-443
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• 2018

This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.120-129
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• 2023

Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important higher order cognitive skill required in successful writing. However, there has not been much research on the identification and examiantion of the psychometrics of perspective taking. To fill in this gap, I reviewed the psychological and cognitive frameworks of perspective taking including theory of mind, audience awareness, development of epistemological understanding, and argumentation schema. I also reviewed various methods of examining the psychometric properties of perspective taking in written composition, including both manual and computational approaches. The review of literature yielded suggestions on the development of manual coding scheme for perspective taking as well as the selection of indexes to draw from natural language processing tools. Challenges and affordances of combining the manual and computational approach are discussed along with future research directions to advance the field of psycholinguistics.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.207-227
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• 2011

This paper investigates how two different modes of feedback (selective vs. comprehensive) affect selected students' writing development in terms of three different types of measurement (accuracy, fluency, and complexity). 139 university students participated in the study, and 278 writing samples were analyzed. The results of the study indicate that participants who received selective feedback wrote more accurately and fluently than their counterparts. However, in terms of complexity, both selective and comprehensive groups showed no sign of improvement in semester-based investigations. The results of this study support Skehan's (2009) theory of trade-off effects, suggesting that 'natural' tension exists between accuracy and complexity when resources are limited. Moreover, this finding contrasts with the theory of Cognition Hypothesis, which proposes that task complexity will be associated with increases in complexity and accuracy. In the study, selected participants (N=21) strongly nominated their error sources as unfamiliarity toward using key words, usage, transition, and sentence types. This study not only contributes to the accumulation of our current knowledge in the related area of theory, but offers educational implications for those who are dealing with intermediate-level students when deciding what particular teaching content should constitute a priority within a limited instructional period.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.233-257
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• 2009

The purpose of the present study was to examine the effect of 3D avatar-based Virtual Reality chatting on college students' English learning achievement. Forty college sophomore students participated at this study and the research lesson continued for 8 weeks. They were administered to take a pretest to evaluate their vocabulary knowledge and writing skills. Their progress was assessed on the basis of midterm. Finally, a post-questionnaire was administered to measure their interest and understanding toward their learning experience in 3D avatar-based Virtual chatting. The results of this study indicated that there was a statistically significant difference between the control group and experimental group with respect to their midterm scores and writing. The result of the post-survey indicated the interest of English was statistically higher than the understanding of English.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.21-30
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• 2016

Communication is for making a passage to communicate with various modern narratives or various people. Therefore, it needs to be reorganized by these changes and demands. Especially in case of country students learning natural science and engineering are appreciating the necessity of speaking education. So a program which contains both speaking and writing should be organized. In this writing writer used flipped learning and strategic text to fulfill evaluation items that engineering authentication requires. Also writer suggested how to lecture and planned to make a integration textbook which can foster literacy and liberal arts knowledge.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.19-34
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• 2005

Hypertext raises question to general assumptions about our conventional conceptions of education. In this essay, three kinds of learning-models are presented by the application of "writing" hypertext literature to the English education of the elementary school. These models, which I call the "scene-centered" system, give knowledge to learners in non-linear, non-sequential structure. The term "scene" is a single concept or idea composed of a single sub-text, which is to be made by the group of students. This system is focused on the collaborative composition of students. Students, by generating sub-texts and connecting texts, perform the educational activities to expand the source text. The "scene-centered" system is, to put it into a Barte's term, a "writerly text." But in order to "write," "reading" should be accompanied. So, this system is a learning model in which writing and reading are carried on simultaneously. In all the process, students play a role of multi-user, with three access rights: read, write, and annotate. So, students making use of hypertext systems will act as reader-authors. And teachers will take the new role in collaborative writing environment. No longer the central authoritarian evaluator, they will become consultants, co-writers, coaches of their students.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.292-297
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• 2001

In writing learning as a second/foreign language, a learner has to acquire not only lexical and syntactical knowledge but also the skills to choose suitable words for content which s/he is interested in. A learning system should extrapolate learner\\`s intention and give example phrases that concern with the content in order to support this on the system. However, a learner cannot always represent a content of his/her desired phrase as inputs to the system. Therefore, the system should be equipped with a diagnosis function for learner\\`s intention. Additionally, a system also should be equipped with an analysis function to score similarity between learner\\`s intention and phrases which is stored in the system on both syntactic and idiomatic level in order to present appropriate example phrases to a learner. In this paper, we propose architecture of an interactive support method for English writing learning which is based an analogical search technique of sample phrases from corpora. Our system can show a candidate of variation/next phrases to write and an analogous sentence that a learner wants to represents from corpora.

• Journal of Environmental Science International
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• v.19 no.1
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• pp.69-80
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• 2010

Today's fundamental purpose of environmental education is to fulfill people's desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student's awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.215-224
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• 2009

The aim of teaching writing is not to memorize a single piece of knowledge but to acquire higher thinking that could be related to other fields using learners' various reading experiences and schemata. Among several strategies or techniques to write well, it is recommended to use a mind-map technique. A mind-map software applies the mind-map technique into computer for learners to study autonomously. However, the mind-map software is not common in educational fields yet and there are only few studies on the effect of it. Therefore, this study analyzed various curricula to extract the elements of writing and developed a mind-map software program which was applied and tested. As a result, the writing program using the mind-map software was effective in promoting learners' motivation and lowering anxiety. It also improved learners' competence of writing such as understanding, analytic thinking, creativity, ability to organize, and expression.