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The Use of Metadiscourse Markers in Mobile-Assisted Flipped Learning in L2 Writing

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.1 (2022.03)바로가기
  • 페이지
    pp.180-196
  • 저자
    Seo Young Yoon, Na-Young Kim
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A410534

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원문정보

초록

영어
The current study aims to investigate L2 students’ writing performance in mobile-assisted flipped learning. The participants were 45 first-year university students in in Seoul, Korea. They were enrolled in a 2-credit English course that met once a week for two hours. During one semester, the mobile-assisted flipped learning was implented, and four-integrated language skills with focus on writing were taught. The participants’ average seat time and scores were recorded in the mobile application to measure their participation. In total, 45 complete sets of second and the sixth assignments were collected and anlayzed both quantitatively and qualitatively. For the quantitative results, two raters evaluated using ACTFL Proficiency Guidelines 2012. For the detailed text analysis including metadiscourse comparisons by participation level – high, moderate, low – were conducted using an online text analysis tool, Text Inspector. Major findings of the study shows that mobile-assisted flipped learning has a significantly positive impact on L2 writing, and it was found that students’ participation levels in mobile-assisted flipped learning was positively related with the number of metadiscourse markers used. Based on the findings, suggestions and implications are provided.

목차

Abstract
Introduction
Literature Review
Mobile Assisted Language Learning in Flipped Classrooms
Metadiscourse Markers
Methodology
Participants
Procedure
Data Collection
Data Analysis
Results and Discussions
Quantitative Findings – Effectiveness on Writing Performance
Qualitative Findings – Text Analysis
Qualitative Findings – Changes in the Use of Metadiscourse Markers by Participants
Qualitative Findings – Differences in the Use of Metadiscourse Markers by Levels of Participation
Conclusion
Acknowledgements
The Authors 
References

키워드

EFL flipped learning metadiscourse markers mobile-assisted language learning L2 writing

저자

  • Seo Young Yoon [ Baekseok University, Republic of Korea ]
  • Na-Young Kim [ Sehan University, Republic of Korea ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 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

  • 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

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