엔트리 소프트웨어를 활용한 초등 영어 쓰기 지도

The purpose of the study is to suggest an alternative way of teaching writing for elementary school students, which is to use Entry software program to teach writing. In particular, the study explored the types and aspects of peer feedback represented in the process-based writing instruction using Entry and also examined the students’ perceptions of experiencing this new writing instruction. Participants of the study were 27 sixth-graders at H elementary school located in Gyeonggi. They had engaged in process-based writing instruction over nine class periods, during which they utilized Entry to complete three process writing tasks, provided peer feedback to one another, received peer and teacher feedback for their own writing draft and revised it based on the feedback. The findings of the study showed that students feedback was mainly focused on technical aspects such as capitalization, punctuation, grammar, and word usage, whereas content and organization were not much dealt with through feedback. In addition, process-based writing instruction using Entry had a positive effect on triggering students’ interest in English writing and decreasing their writing anxiety; they perceived teacher and students feedback on writing positively. The study has significance in that it confirmed Entry can be an effective tool to manage process-based writing instruction and use Entry’s special function of adding replies to the up-loaded writing products.