카툰메이커 활용 과정 중심 쓰기 활동이 초등학생 쓰기 능력 및 태도에 미치는 영향 (The effect of process-oriented writing using a cartoon maker on primary students’ writing skill and their attitude toward English writing)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 22권 / 2호 / 139 ~ 155페이지
· 저자명 : 임희정, 김윤순

초록

This study aims to examine the effects of process-oriented writing instruction using a cartoon maker on the students’ writing skill and their affective domain. The two groups of 5th graders participated in different mode of process-oriented writing activities for 8 weeks. The experimental group used Classting and the cartoon maker tool whereas the control group engaged in a pencil and paper based activity. The result reveals that the instruction did not have impacts on students’ overall writing skill development, but the experimental group had more interests in writing after the treatment. It was also found from the interview with the experimental group that they were pretty satisfied with the web based writing activity, particularly exchanging feedback with their peers and creating their own cartoon while engaging in writing activities. The result also indicated that students’ computer skill and positive support from their peers are critical elements for the success of the activity. In particular, it was found that positive peer feedback motivated the students to participate more actively in the task. Further study is suggested to investigate how the aspects of peer feedback influence on the development of students’ writing skill and their participation in writing activities.

영어초록

This study aims to examine the effects of process-oriented writing instruction using a cartoon maker on the students’ writing skill and their affective domain. The two groups of 5th graders participated in different mode of process-oriented writing activities for 8 weeks. The experimental group used Classting and the cartoon maker tool whereas the control group engaged in a pencil and paper based activity. The result reveals that the instruction did not have impacts on students’ overall writing skill development, but the experimental group had more interests in writing after the treatment. It was also found from the interview with the experimental group that they were pretty satisfied with the web based writing activity, particularly exchanging feedback with their peers and creating their own cartoon while engaging in writing activities. The result also indicated that students’ computer skill and positive support from their peers are critical elements for the success of the activity. In particular, it was found that positive peer feedback motivated the students to participate more actively in the task. Further study is suggested to investigate how the aspects of peer feedback influence on the development of students’ writing skill and their participation in writing activities.

참고자료

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