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The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- vol.14 no.3 (2017.09)바로가기
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- 페이지
- pp.464-481
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A309777
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5,200원
원문정보
초록
- 영어
- The study aimed to investigate the effects of English writing classes focusing on self and peer review on learner autonomy at a Korean university, leading to finding ways to improve the quality of the English writing classes. An English writing class consisting of 29 students majoring in English language was organized and lessons were provided over a period of seven weeks. An online questionnaire was conducted to identify students’ perceptions of the effects of the English writing class on motivation, responsibility, ability to make choices in learning activities, and engagement in learning activities. An open-ended questionnaire was also conducted with four students, the teacher who implemented the program, and one academic professional in L2 writing instruction. It was found that the English writing class focusing on self and peer review had positive effects on students’ perception of students’ and teachers’ responsibilities and English learning activities outside classrooms while it had moderate effects on their motivation and English learning activities inside the classroom. Secondly, the results of the open-ended questionnaire to the students and the teachers implied that students’ writing competences might improve. In addition, more systematic learner training needs to be provided to increase the effects of the class, particularly the effects of self and peer review. Finally, it was found that the clarity of the responsibility between teachers and students did not lead to the increase of the ability to choose the learning activities. Attention needs to be paid to how to increase the ability.
목차
Abstract
Introduction
Theoretical Background
Learner Autonomy and English Education
Self and Peer Review in Writing
Methods
Participants
Research Procedure
Questionnaire Survey
Open-ended questionnaire
Data Analysis
Results and Discussion
Results of Questionnaire
Results of Open-ended Questionnaire
Conclusion
Acknowledgements
The Author
References
키워드
English writing self review peer review learner autonomy저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL vol.14 no.3
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