협력 학습을 활용한 영어 쓰기 교육의 효과

The Effets of Collaborative Activities in EFL Writing Education

  This study was designed to investigate how the collaborative approach helped Korean EFL students improve their writing ability as well as their affective attitudes toward writing. Four writing tasks were assigned to 69 female high school students. To produce group composition, student participation were encouraged in various collaborative activities with mind-mapping, writing the draft, commenting and peer reviewing. For data analysis, student writings were evaluated with a holistic scoring method. The results were discussed according to three levels of learner"s writing ability. The information on learner"s affective factors were collected and analyzed with a questionnaire before and after the treatment. In addition, a conference between the teacher and the student was also conducted to collect additional information for more effective application of the collaborative approach to the Korean EFL writing class.