교양영어수업의 협력적 글쓰기 과정에서 동료 피드백 활동에 대한 사례 연구

• 영문명: A case study on peer feedback activities in the collaborative writing process of general English classes
• 발행기관: 한국외국어교육학회
• 저자명: 손희정(Hee-Jung Son) 임희주(Hee-Joo Im)
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.2, 25~43쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

목차

I. 서론

II. 이론적 배경 및 선행 연구

III. 연구 방법

IV. 연구 결과 및 논의

V. 결론 및 제언

참고문헌

키워드

동료 피드백 협력 쓰기 활동 영어 쓰기 정의적 요인 peer feedback collaborative writing activity English writing affective aspects