전자게시판과 페이스북 공간이 영어 글쓰기와 동료 피드백 교환 양상에 미치는 영향

This study explores how Korean high school students write English short essays in internet-based writing spaces. Participants consist of 12 Korean high school students. Among them, four students as a control group wrote two short essays with a paper and pencil at the beginning and end of the data collection procedure. Along with the two pre- and post- writing, the other eight students wrote for four more weeks either in an internet bulletin board or in facebook using a computer. They posted short essays online and exchanged peer feedback. The results indicates that the facebook writers exchanged more feedback with more peers compared to the bulletin board writers, suggesting that facebook could facilitate student interactions. However, the facebook writers showed the tendency to write less. Their online essays included fewer arguments and supporting details, and often omitted background and closing statements. The facebook writers' post-essays remained shorter in length and simpler in organization than their pre-essays as well as the other two groups' paper-pencil ones. The bulletin board writers, however, did not show any visible differences between their online and paper-pencil essays. Overall the study results suggest that different online writing spaces may differentially influence the ways that English learners write online, and English learners' online writing practices may also influence their later paper-pencil writing. Suggestions for future research and teaching of English writing are provided as well.