패턴시 쓰기가 초등영어 학습자의 쓰기 능력과 창의성에 미치는 효과

The effects of pattern poem writing on elementary English learners’ writing ability and creativity

This study aims to examine the effects of pattern poem writing on elementary English learners’ writing ability and creativity. The subjects of this study were 54 grade 5 children from an elementary school in Gyeonggi-do, Korea. The children were divided into an experimental group and a control group, the homogeneity of which was verified through an English writing assessment, a questionnaire survey on the affective domain, and TTCT (Figure A) before the experiment began. Over the course of sixteen weeks, the experimental group was instructed in pattern poem writing. Both groups were then tested in the same way through an English writing assessment, a questionnaire survey on the affective domain, and TTCT (Figure B). The results of the study were as follows. First, in the creativity domain, pattern poem writing was effective in improving the children’s fluency and originality, whereas it was not effective in improving elaborateness. Second, in the writing domain, pattern poem writing was effective in improving the children s writing ability. However, in the low level group, pattern poem writing did not have a significant effect on writing ability. Third, in the affective domain, pattern poem writing was effective in improving the children’s interest, confidence, and involvement. In the results of analysis by level, the high group and the low group showed a significant improvement in interest and involvement. Based on these results, suggestions for further studies are provided.