A Study on Advanced Korean EFL College Students’ Peer Reviews and Revisions in Their Writing with Digital Tools

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 23권 / 10호 / 277 ~ 298페이지
· 저자명 : 권은숙, 김신혜

초록

Objectives This study investigates the use of digital tools, the types of peer reviews and revisions, and students’ perception in advanced Korean EFL college students’ essay writing.
Methods Twelve advanced EFL freshmen college students participated in this triad peer review and revision process of their essay writing with eight digital tools while conducting surveys and reflective questionnaires.
Results The findings show that the participants used the Google Docs and Microsoft Words the most as they make it possible to share and suggest ideas and opinions with ease, followed by Google Drawings and Grammarly. With Google Drawings, participants can take time to think before writing, plan for what they want to say, and they can organize their thoughts. In the case of Grammarly, they can discover out grammatical errors immediately and they can see the sections where they were wrong. In the first writing process, the results reveal that the participants used five types of peer reviews and revisions: content, grammar, mechanics, vocabulary, and organization.
Among these types, peer reviews and revisions focused on grammar were the most frequently used, followed by mechanics and content. In the second writing process, the overall number of peer reviews and revisions were reduced and peer reviews and revisions on content were the most frequently used.
Conclusions During the peer review and revision with the digital tools, the participants exchanged the constructive peer reviews in a collaborative way and revised the suggestions with digital tools. The results showed that the participants felt more confident in English essay writing with digital tools after the peer review process in their writings.

참고자료

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