Earticle

초록

영어

The purpose of this study is to examine the effects of differentiated evaluation method on students' English writing ability and attitude. 78 students were participated in this study, and they were divided into 3 groups. In control group, the instructor evaluated the writing samples of students, and in two experimental groups students rated other students' writing samples individually or cooperatively, respectively. The results show that the experiences of peer review on other students' writing samples had more positive effects on improving students' writing ability as well as on their attitude toward the process of English writing compared to the control group in which instructor evaluated students' writing samples. Especially, the experimental group(2) who conducted the peer review sessions cooperatively with their teammates had more positive effects on improving their writing ability and attitude toward English writing than the experimental group(1) who conducted the peer review sessions individually. The results of this study suggest the important pedagogical implication for those who are planning the instructional design of learner-centered English writing class.

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1 영어쓰기와 동료평가
  2.2 영어쓰기 평가 기준의 신뢰성
  2.3 영어쓰기 평가 기준의 활용에 대한 학습자 참여
 3. 연구 방법
  3.1 연구 참여자
  3.2 연구 도구
  3.3 연구 절차
  3.4 데이터 분석
 4. 연구 결과
  4.1 영어쓰기 능력에 미치는 효과
  4.2 최종 결과물에 대한 집단 간 영어쓰기 능력의 비교
  4.3 영어쓰기 샘플 분석
  4.4 영어쓰기 과정에 대한 만족도
 5. 결론 및 함축성
 참고문헌

키워드

저자

• 정양수 [ Jung, Yang-soo | 충남대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400