Differences in Writing Performance on Independent and Integrated Writing Tasks

김보람 중앙대학교 외국학연구소 2014 외국학연구 Vol.- No.27

The present study examined two types of integrated tasks (reading-writing and listening-writing) by comparing them with the independent (writing-only) task to probe into two questions: (1) whether performance on the integrated tasks differs from that on the independent task, and (2) how reading and listening skills are respectively associated with performance on integrated tasks. Three types of writing (144 written pieces) by advanced-level participants were scored by two raters using an analytical scoring rubric. The data, both overall and analytical scores, were analyzed by ANOVAs, and linear regression analyses were conducted between integrated task and proficiency (RC and LC) scores. The results showed that there was a significant difference between writing-only and listening-writing tasks, but not between writing-only and reading-writing tasks. Furthermore, the participants significantly performed better on writing-only than on listening-writing tasks in terms of content, and reading-writing tasks outperformed listening-writing tasks in vocabulary and expression. The findings suggest that integrated writing tasks elicit not only multiple language skills but also complex cognitive skills. The study also indicates that listening proficiency is a strong predictor of performance on the listening-writing integrated task, whereas reading proficiency may not have a predictive value. Pedagogical implications based on the findings were discussed with respect to how to prepare students for integrated writing tasks.

국어과 예비 교사의 쓰기 과제 구성에 관한 연구

최건아 한국교원교육학회 2018 한국교원교육연구 Vol.35 No.2

이 연구는 국어과의 예비 교사들이 중등 학생 대상의 쓰기 과제를 구성할 때 무엇을 고려하는지, 과제를 어떻게 구성하는지, 의도한 대로 과제를 구성하는지 등을 분석하고 이를 통해 쓰기 교육 및 교사 교육의 시사점을 도출하기 위한 목적으로 수행되었다. 세 가지 연구 문제에 따라 국어과 예비 교사들이 구성한 쓰기 과제의 내용과 과제 구성 의도에 관한 자료를 수집하여 분석하였는데, 그 결과, 첫째, 참여자들은 쓰기 과제에서 ‘과제 수행 결과물로서 텍스트가 갖추어야 할 요건’ 및 ‘필자에게 요구되는 수행’ 차원의 내용을 다양하게 제시한 것으로 드러났다. 둘째, 참여자들은 학습자의 수행 측면 등 다양한 요소를 고려해 쓰기 과제를 구성하였다. 대체로 참여자들은 완성된 텍스트 자체의 요소에 관한 것보다 학생 필자의 학습과 관련한 요소들에 집중한 것으로 드러났다. 셋째, 쓰기 과제 구성의 의도와 실제 구성 결과 간에는 다소간 차이가 있는 것으로 드러났다. 이러한 결과는 과제 구성에 관한 참여자들의 지식과 경험의 부족에 따른 것으로 볼 수 있어 쓰기 과제 구성 및 쓰기 교육에 관한 더욱 세밀한 후속 연구들이 진행되어야 할 것으로 보인다. Writing tasks are important instruments to improve students’ writing performance. This means that language teachers need to understand what writing tasks are proper for students and what tasks are not. There, however, have been scant researches that investigated how researchers can help pre-service teachers to make high quality writing tasks. The purpose of this study was to find out how pre-service Korean language teachers design writing tasks, what elements they regard and what traits they revealed in the process of making writing tasks. The result of this research showed that participants composed writing tasks with elements demanded in texts such as ‘theme’, ‘audience’, ‘purpose’, ‘contents’, ‘mode and expression’ and ‘genre’, and requirements for student writers as ‘thought’, ‘using information’, ‘performing process-centered writing’ and ‘performing above writing’. Second, participants were affected by various elements, especially factors about learning, ‘student writers’ learning’, ‘traits of student writers’ and ‘considering conditions of writing task performing’, when they compose writing tasks. Third, there was a gap between the purpose of building writing tasks and authentic writing tasks participants made. From these results, the suggestions of this study are as follow. First, more various elements comprising writing tasks should be explored. Second, the usefulness of each type of writing task has to be verified in diverse perspectives. Third, teacher education curriculum that help pre-service teachers understand student writers’ interest or level of ability to use them in making writing tasks is needed. Fourth, pre-service teachers need more sufficient experiences bridging their intention to make tasks and the authentic tasks they make.

Validating Writing Scale for High School English with Common European Framework of Reference

Jung-Hee Byun 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.2

This study aims to design an English writing test including its scoring rubric for the 3rdgrade of high school in Korea and explore the test validity in comparison with Common European Framework of Reference for Languages (CEFR). From analysis of the national curriculum of high school English, two different test tasks with a controlled writing and a short essay writing were tested, both of which are two objectives of the revised 7th National Curriculum (2008) of high school English. I also designed a new writing scale with four categories and 6 levels from 0 to 5 with reference to some international writing scales and the data from writing samples of students. The t-test result showed that the two rating scales rated the test tasks similarly and the degree of difficulty of the two tasks is similar, when rated by both scales. In predicting test takers’ English proficiency levels, more categories of the new scale showed significant difference than CEFR. As for predictability, ‘Grammar’ of CEFR in a controlled writing task predicted best. Among the scale categories, ‘Content’ of the new scale is necessary to scrutinize for further study as it predicted the opposite to the proficiency test result and showed no correlation between the two task types. Lastly, both scales could differentiate test takers into three different English proficiency levels and the controlled writing task predicted their test results instead of the short essay writing task.

다문화가정 아동을 한 학습 도구로서의 쓰기 과제 연구

강현주 이중언어학회 2014 이중언어학 Vol.54 No.-

This study aims to suggest types of writing to learn tasks for children of multicutural families. Writing tasks have been studied focusing on tasks to enhance the communicative skills. However, children of multicultural families have distinctive needs and characteristics in terms of developmental stages and cognitive level. Therefore, in this study writing could be important vehicle to improve children’s language and study skills. Writing to learn tasks is proved to develop learners’ study skills as well as their academic achievement. These tasks is also called writing across curriculum and content area writing because it is used to study other than Korean language. However, 『Pyojun Hangugo (Standard Korean)』 published for children of multicultural families does not reflect the writing to learn tasks. Indeed, the textbook focuses on vocabularies and grammar on the writing tasks and on the Haksup Hangugo (Korean for learning) section is heavily skewed to the reading and vocabulary. In this study five tasks are suggested: learning diary, making a question, find out concepts nearby, mind map, writing a explanations. These types of writing tasks could be used for helping children of multicultural families to give individual feedback through writing tasks.

Reframing Task Condition: Repeating L1-L2 Writing and L2 Writing Performance

허명혜,좌수민,이종봉 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.2

We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a ‘L1 + L2 writing task’ and a ‘L2-only writing task’ respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the initial L1 essay. We focused on validating which task conditions (± L1 writing) account for the variation in linguistic performance in EFL high-school students’ writing. Our study was conducted with two intact classes (n = 60) assigned to the L2-only, and students from the other two classes (n = 60) assigned to the L1 + L2. The findings indicate that L1 writing may push students to direct their attentional resources toward effective text construction, thereby mitigating a large number of simultaneous demands on attention. We add to empirical knowledge on the effects of L1 writing in task repetition, by exploring how task repetition affected our students’ L2 writing performance.

호주 대학 한국어교재의 쓰기과제와 활동 유형 분석

이동배,이수진 한국국어교육학회 2016 새국어교육 Vol.0 No.109

이 연구의 목적은 호주 대학 한국어교재에 반영된 쓰기과제와 활동의 유형 분석이다. 학습자 수준에 따른 쓰기과제의 유형을 통제작문, 유도작문, 조건작문, 주제작문으로 나누고 세부 활동을 설정하였다. 전체 과제 대비 쓰기과제의 비율은 평균 45.0%이고 유도작문, 통제작문, 조건작문, 주제작문의 순으로 많이 등장하여 대체로 어려운 과제일수록 적어지고 있었다. 그러나 교재의 수준을 나누어 분석한 결과 학습 수준에 맞게 쓰기과제 유형이 적용되고 있지 않았다. 통제작문은 단순 반복 연습의 비중이 높아서 유의미한 맥락 구성이 필요하겠다. 유도작문은 모든 수준에 골고루 나타나는데 정확한 문장 구성 연습과 스스로 문장을 창조하는 경험 둘 다를 제공하도록 구성되어야 한다. 주어진 지시에만 맞추는 데서 벗어나 주제작문 수준으로 나아가게 하는 역할을 해야 하는 조건작문이 매우 부족했다. 유도작문에서 주제작문으로 수준이 급상승하는 경향을 보완하는 과제 개발이 필요하다. The purpose of this study was to analyse the types of written tasks, and activities which are integrated in the Korean language textbooks in Australian Universities. In order to accomplish this purpose, we classified the types of written tasks into controlled writing, guided writing, conditioned writing, and free writing and sub-classified them according to the proficiency level. The average percentage of written tasks were 45.0%. The most common task was guided writing, followed by controlled writing, then conditioned writing, and finally free writing. The frequency of the tasks decreased according to the increase in difficulty of the tasks. Yet, considering the level of textbooks, the types of written tasks were not adopted according to the learning level. Controlled writing needs meaningful context as it contains many simple and repetitive exercises. Guided writing is integrated equally at all levels, but this needs to be organised to provide exercises with which students compose accurate sentences, and the experiences in which students create sentences by themselves. Conditioned writing is significantly lacking, considering that it encourages learners to move forward from completing tasks according to the given instruction, towards free writing.

대학 글쓰기 교재의 읽기⋅쓰기 통합 과제 분석

오세인 고려대학교 한국언어문화학술확산연구소 2018 Journal of Korean Culture Vol.42 No.-

This research aims to examine reading-writing integrated tasks in writing textbooks of the university whether they are organized to enhance the critical thinking ability, essence of knowledge and information era in 21st century and the goal of general education. For this, it analyzes the goal and development principle of the textbook in the preface, the goal and procedures of reading-writing integrated tasks from 4 textbooks published after the middle and late 2010s contain reading-writing integrated tasks. The result of the analysis is that reading-writing integrated tasks in the above textbooks do not integrate reading activities and writing activities to induce critical thinking such as interpretation, inference, analysis and evaluation. And reading tasks simply introduce a subject or only present content knowledge about the subject as previous steps for writing tasks. Also, because the goal of writing tasks are not connected to authentic goal of communication enough to develop writing ability in the authentic communicative situation. Although the communicative essence of writing is in the interactive activities with a goal, writing tasks do not suggest any task which makes learners to recognize the importance of the reader nor procedures for interactive tasks with teacher or students and therefore, can not enhance these abilities. Writing textbooks which will be developed from now should overcome these problems. 이 연구의 목적은 대학 글쓰기 교재의 읽기·쓰기 통합 과제가 21세기 지식정보화 시대에 요구되는 핵심 능력이자 교양 교육의 목표이기도 한 ‘비판적인 사고 능력’을 신장시키는 데 기여할 수 있도록 조직되었는지 살펴보는 것이다. 이에 2010년대 중후반 이후 출판된 교재 중 읽기·쓰기 통합 과제가 제시되어 있는 4종의 글쓰기 교재를 대상으로 하여, 머리말에 나타난 교재의 목표와 개발 원리, 읽기·쓰기 통합 과제의 목표와 활동 및 활동 절차 등을 분석하였다. 분석 대상이 되는 교재의 읽기·쓰기 통합 과제는 해석, 추론, 분석, 평가의 비판적 사고를 유도해 내도록 읽기 활동과 쓰기 활동을 연계시키지 못하는 것으로 나타났다. 읽기 과제는 쓰기 과제를 위한 전 단계로서 기능하지 못하고 단순히 주제를 도입하거나 주제에 대한 내용 지식을 제시하는 데 그치고 있었다. 또한 쓰기 과제의 목표가 실제의 의사소통적 목적과 연계되지 않아 쓰기 능력을 기르기에는 충분하지 않았다. 쓰기의 의사소통적 본질이 유목적적인 상호작용 행위임에도 불구하고 독자의 중요성을 인식하도록 하는 활동이나 교수자 및 동료 학습자와 상호작용하는 활동을 통해 독자를 고려한 쓰기를 하도록 유도하는 절차가 전혀 제시되지 않아 쓰기 과제를 통해 이러한 능력을 향상시키기도 어려워 보인다. 향후 개발되는 글쓰기 교재에서는 이러한 문제가 극복되어야 할 것이다.

공감화 쓰기 과제에 대한 남학생과 여학생의 쓰기 수행의 차이

박영민(Park Young min) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.8

이 연구는 공감화 쓰기 과제에 따른 남학생과 여학생의 쓰기 수행의 차이를 밝히 는 데 목적이 있다. 일반적으로 여학생이 남학생보다 쓰기 수행이 더 우수한 것으로 알려져 있지만, 공감화 쓰기 과제에서 그 정도가 어떠한지에 대해서는 정확하게 알 려져 있지 않다. 이 연구에서는 이를 분석함으로써 공감화 쓰기 과제에서 여학생들 이 남학생들보다 얼마나 우수한지, 반대로 남학생들은 얼마나 불리한지를 파악하고 자 한다. 이 연구에서 공감화 과제에 초점을 두는 이유는 쓰기 수업에서 공감화 과 제가 보편적으로 활용되고 있기 때문이다. 학교에서 많이 쓰이는 만큼 쓰기 수업을 적절하게 계획하고 시행하려면 이에 대한 구체적인 정보가 필요하다. 이를 위하여 이 연구에서는 3개 중학교에서 공감화 과제에 따라 작성한 학생 글 50편을 임의로 선정하여 채점한 후 그 차이를 분석하였다. 분석 결과, 공감화 쓰기 과제에서 여학생들은 남학생들보다 2.66점 더 높은 쓰기 수행을 보였으며 이 차이는 통계적으로 유의했다. Cohen’s d는 0.605로서 중간 정도의 크기였으며 여학생들이 남학생들보다 22.76%포인트 유리했다. 반대로 남학생들은 그만큼 불리했다. 그러나 중학교 3학년 학생들의 분석에서는 두 집단의 차이가 훨씬 더 컸다. Cohen’s d는 1.710으로서 매우 큰 정도의 크기였으며, 여학생들은 45.63%포인트 유리하고 반대로 남학생들은 그만큼 불리했던 것으로 분석되었다. 남학생들이 겪는 이러한 상대적 불리를 완화하거나 극복하려면 쓰기의 가치와 중요성을 인식하도록 하는 지도하는 방법, 행동화 쓰기 과제를 동시에 제시하는 방 법, 절차적 촉진 장치를 구안하여 공감화 과제 해결을 돕는 방법을 적용할 필요가 있다. The aim of this paper is to uncover the gender differences of writing performance in an empathizing task. People knows that female students have more rich writing abilities than that of male students in all kinds of types and topics. But Nobody knows that the gender differences of writing performance in an empathizing task. I got randomly the 50 writing samples out of 3 middle schools, and asked the experienced Korean language teachers as raters to assess them according to the rubric based on raters’ conference. I wanted this paper to reveal the gender differences of writing performance in an empathizing task, and to know disadvantage of male students in that writing task. The result concluded that the gender gap(=2.66 points) of writing performance in an empathizing task was significant statistically, Cohen’s d was 0.605 as middle size. But 3rd grade male students showed the lowest writing performance in an empathizing task and the biggest effect size Cohen’s d(=1.710, very strong effect size) than the other grades. I suggested that following 3 solutions to overcome this disadvantage of male students : ⑴ to recognize the writing significances, ⑵ to present a behavioral writng task to the students, ⑶ to make up the procedural facilitators helping male students to step an empathizing writing task.

The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students

Jeeyoung Park 서울대학교 외국어교육연구소 2018 외국어교육연구 Vol.23 No.-

This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to one’s own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners’ proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.

연구논문 : 한국과 미국의 초등과학 교과서 과학 글쓰기 과제 분석

구슬기 ( Sul Ki Koo ),박일우 ( Il Woo Park ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.4

This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children`s scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean ``Science`` and ``Experiment Observation Workbook`` and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks` scientific writing shows that both textbooks contain a significant amount of “understanding” and “explanatory” writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks` way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students` interests and in improving their scientific knowledge.