협동학습을 활용한 고등학교 영어 쓰기 지도 효과

• 영문명: The effectiveness of English writing instruction using the cooperative learning approach in high schools
• 발행기관: 한국영어어문교육학회
• 저자명: 민찬규(Min Chan-Kyoo) 김보경(Kim Bo-Kyeong)
• 간행물 정보: 『영어어문교육』영어어문교육 제12권 제4호, 185~210쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.12.01

영문 초록

  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.

목차

Ⅰ. 서론
Ⅱ. 협동 학습을 적용한 쓰기 지도
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌
부록

키워드

English writing education cooperative learning learner grouping learner" s affective domain 영어쓰기교육 협동학습 학습자 집단구성 학습자 정의적 요인