• Journal of Korean Elementary Science Education
• /
• v.38 no.3
• /
• pp.387-394
• /
• 2019

The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

• Journal of Practical Engineering Education
• /
• v.16 no.4
• /
• pp.471-479
• /
• 2024

This study aims to examine the cognitive and affective changes in university students' writing self-efficacy when engaging in reflective writing classes utilizing ChatGPT. Over ten sessions, reflective writing classes using ChatGPT were conducted for students enrolled in a mandatory writing course at S University in Gyeonggi Province. The reflective journals written by the students during these sessions were meticulously reviewed as qualitative data with statistical analysis of pre- and post-surveys on writing self-efficacy. The results confirmed that utilizing ChatGPT in reflective writing classes positively impacted students' writing self-efficacy. Participants showed increased interest and confidence in their writing abilities when using ChatGPT. It was reported that they received cognitive assistance in outlining and paragraph structuring from samples generated by ChatGPT. Although survey results showed an overall increase in writing self-efficacy, the only statistically significant change was in the 'plagiarism response' category, which means a clear awareness of plagiarism issues. The process of personalizing the ChatGPT-generated samples requires consistent practice, and systematic guidelines on using such helpful tool effectively should be reinforced as a future task.

• English Language & Literature Teaching
• /
• v.16 no.1
• /
• pp.123-142
• /
• 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.

• Journal of Fisheries and Marine Sciences Education
• /
• v.19 no.3
• /
• pp.429-440
• /
• 2007

The aim of this study is to search for the effect of journal writing on the reflective thinking of pre-service teachers for young children. The question for this study is as follows: Would the journal writing experiences improve reflective thinking experiences of pre-service teachers for young children? The subjects were 50 sophomores in junior college, J city, and they were divided into a experiment group, and a comparison group. The experiment group had journal writing experiences for 8 weeks. The data was analyzed using T-test. The results are as follows: Journal writing activity revealed positive effect on reflective thinking level improvement of pre-service early childhood teacher.

• Journal of Engineering Education Research
• /
• v.20 no.6
• /
• pp.22-34
• /
• 2017

The purpose of this study is to present a model for fusion education combining engineering elements based on humanistic writing. Instruction design in presentation writing for engineering education progresses consists of four steps, such as instruction in visual, teamwork, feedback, and rewriting. Following these steps help engineering school students to analyze important data and to communicate their creative ideas. As writing is proceeding step by step, instruction design for presentation writing should come forth with specific methods to make students practice.

• International Journal of Advanced Culture Technology
• /
• v.10 no.4
• /
• pp.561-568
• /
• 2022

This study investigated how pre-service English teachers perceive the effects of machine teaching on their English writing competence. 35 Korean students who are majoring in English education participated in this study. The participants used machine translators for one of the required courses related to English composition. A survey and focus group interview were conducted at the end of the course. They were asked to answer to what degree they perceive the effects of machine translators on their writing in terms of lexical, sentential, and discourse levels. Furthermore, their perspectives on the effects of machine translation on English teaching including limitations of machine translators, were interviewed in more detail. The results show that the participants perceive machine translators quite positively in terms of improving their writing competence, but they also point out some critical limitations of machine translators. These findings have some pedagogical implications for English writing course instructors, English teacher educators, and program developers.

• Journal of Engineering Education Research
• /
• v.17 no.5
• /
• pp.13-16
• /
• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• Proceedings of the KSPS conference
• /
• 2003.05a
• /
• pp.176-179
• /
• 2003

This study was conducted to extract the feature set of English writing error for suggesting adequate English writing program and making automated scoring system. The frequent committed error and the error across the level of writing proficiency were reported. Also, It is reported that the correlation between type of error and native speaker's rating score.

• Proceedings of the Korea Contents Association Conference
• /
• 2019.05a
• /
• pp.227-228
• /
• 2019

This study examines the features of Korean EFL students' letter writing at a university in Korea. The data comprised interviews and examples of letter writing. The findings revealed that students engaged in unique ways in which they oriented their meaning-making to broad views concerning rhetorics and components. Students' approaches involved a particular context and the recontextualized English formal letter, which reflects their textual interactions in writing. This paper concludes that specific discourse communities, life-world, and learning purposes impact on students' English writing.

• Journal of Oriental Neuropsychiatry
• /
• v.25 no.2
• /
• pp.133-142
• /
• 2014

Objectives: The aim of this study was to investigate the effects of handwriting on the writing assessment, according to whether the handwriting is excellent or bad. Methods: A total of 24 elementary and middle school teachers participated in this study and assessed 6 original writings and 6 transcriptions of the same original writings using the HWP 2007 program. Six writings were collected from elementary students of 4th to 6th grades, 3 of 6 students presented with excellent handwriting and 3 of 6 with bad handwriting. The assessments were done according to the standards of propositional knowledge assessment (You & Jeong, 2008). Results: In the excellent handwritings, the rules of orthography and the contents of introduction of the original writings were scored higher than those in the transcriptions. The difference between transcription and original writing showed minus scores in original writing assessments and plus scores in transcription assessments. In the propositional knowledge score and its subscales scores - content knowledge, text knowledge, language knowledge and text context knowledge -, were differences in transcription assessments significantly higher than those in original writing assessments. Several assessment indices - clarity of the ending, contents of introduction, appropriate contents, rules of orthography, structured composition and various vocabularies showed significantly higher differences in transcription assessments than those in original writing assessments. Conclusions: The excellent handwriting could be assessed high and the bad handwriting could be assessed low. These results suggest that we should consider the effects of handwriting factors on the results of writing assessment and that the transcription could be used for an accurate writing assessment.