Earticle

초록

영어

This study investigates the effects of an instructional approach consolidating writing and presentation lessons on English writing skills. The approach aimed to assist students at all stages of the writing process, including brainstorming, the revision of 5-paragraph essays, and essay conversion to scripts for formal presentations, along with improving the 4 language skills. Over 15 days, 55 college students repeated the instruction twice. Analysis confirmed that student writing scores improved on post-writing tests by 8.75 points out of 30, which was statistically significant (t=-11.40, p<0.05). Independent t-test analysis also confirmed that the improvement in writing tests scores of participants in the study was higher than that of previous students who took the course without the presentation component(t=-2.694, p<0.01). Further exploring this instructional approach, 17 students with better results in the post-writing test were chosen. These students’ writings highlighted the effectiveness of this approach in teaching about format, composition, and the use of transitional expressions. These students also gave a positive assessment of the approach, and reported that communication with others enhanced the expression of their opinions and audience awareness. The study discusses pedagogical approaches that incorporate writing and presentation lessons to amplify learning experiences and outcomes for English learners.

목차

I. 서론
 II. 선행연구
  1. 과정과 독자중심의 작문 교수법
  2. 작문과 발표의 융복합 교수법
 III. 연구방법
  1. 연구대상
  2. 실용영어와 영작문과 발표수업을 융합한 교수법
  3. 연구절차
  4. 연구도구
  5. 자료처리 방법
 IV. 연구 결과 및 논의
  1. 전반적인 영작문 학습효과
  2. 각 항목별 영작문 학습효과 분석결과
  3. 효과적인 영작문 학습활동에 관한 학생의견 분석
  4. 작문과 발표의 촉진적 학습요소에 관한 학생의견 분석
 V. 결론 및 제언
 Works Cited
 부록
 Abstract

키워드

저자

• 김상경 [ Sangkyung Kim | 숭실대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810