대학교양영어에서 출력중심 활동 도구로서 학습일지를 활용한 문법학습

Grammar learning through a learning journal as a tool for production practices in university general English classes

This study aimed to explore the effect and the applicability of a learning journal as a tool for production practices to enhance the effect of explicit grammar teaching and promote students' grammar learning in university general English classes in an EFL context. To this end, in this study, two classes of 117 university students were randomly assigned to one experimental group of 59 students and one control group of 58 students. The students in the experimental group wrote the learning journal targeting 14 grammar structures over a ten-week period. The pretest, the immediate posttest and the delayed posttest were conducted to assess whether the learning journal could help the learning of the three target grammar structures - tense, subject and verb agreement, and voice. In addition, a questionnaire survey and a semistructured interview were administered to examine how students felt about their journal writing. The results showed that the learning journal seemed to promote students' grammar learning significantly. The results of the survey and the interview also seemed to corroborate them. Thus, it is suggested that a learning journal as a tool for production practices would be effective for teaching and learning grammar in an EFL context.