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RISS 인기검색어
- 검색키워드
- 저자 : Yoonjung Cha(차윤정) (검색결과 2 건)
- 무료
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An Analysis of Korean EFL Learners’ Revision and Writing Quality in CMC Environment
Yoonjung Cha(차윤정) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.4
The purpose of this current study aims to examine how much Korean EFL students incorporate their given peer responses into their final versions of writing in two different types of CMC environment, chatting and bulletin board, and whether there was any improvement in participants’ writing quality in the final drafts. 38 Korean EFL participants wrote first drafts, received peers’ responses through either chatting or bulletin board, individually revised their drafts based on their peer responses and wrote their final drafts. The overall results revealed that regardless of using either chatting or bulletin board, the participants incorporated higher portion of their given responses into the revised drafts. Although no significant differences were obtained with respect to two different modes, chatting and bulletin board, in terms of writing improvement in participants’ final drafts, there were significant differences found within chatting and bulletin board classes with both holistic and analytic measurement. Therefore, the present study suggests the importance of utilizing both CMC tools in writing environment for EFL students and applying them at appropriate steps in the writing process.
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Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency
차윤정(Cha, Yoonjung),김나영(Kim, Na Young),김혜숙(Kim, Hea-Suk) 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.1
This study explores the association between gender, major, language proficiency, and student perspectives toward an online educational setting. Participants included 366 university freshmen who attended ten general English courses in the spring semester of 2020. They took online courses featuring pre-recorded video lessons and synchronous classes via Zoom. They were divided by gender, by major into four groups, and by proficiency level totaling three groups to investigate whether there were significant differences between variables. The questionnaire was comprised of four different categories (closed-ended) and three open-ended items (benefits, drawbacks, and suggestions). According to the results of the questionnaire, gender and major had no effect on student perspectives toward online learning. However, statistically significant differences were found between the proficiency levels. Specifically, intermediate students are inclined to be more positive about online learning compared to beginners and advanced students. In conclusion, it can be noted that proficiency levels play an important part in student engagement and in attitudes toward online learning. Lastly, students mentioned that one of the advantages of online learning is students can repeatedly review online materials at their convenience, but identified non-immediate feedback, technical problems, and fewer opportunities for communication as disadvantages. Pedagogical implications and related future studies are suggested.
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