Dialogue Journal Writing with a Smart Phone: Effects on EFL Writing Proficiency Improvement

( Na-young Kim ) 글로벌영어교육학회 2018 Studies in English education Vol.23 No.2

This paper attempts to determine the effectiveness of dialogue journal writing with a smart phone on EFL writing proficiency improvement. There was a total of 56 first-year university students in this study. They were divided into two groups: student-student dialogue journal writing (n = 28) and teacher-student dialogue journal writing (n = 28). Participants exchanged diaries in mutual response. During a 16-week experimental period, a total of 25 journal writing sessions were conducted. Before and after the experiment, all the participants took writing pre-and post-tests as well as pre- and post-surveys. Their written output was evaluated focusing on complexity, accuracy, and fluency. Results show that journal writing with a smart phone improved writing complexity for the student-student group, while it improved accuracy and fluency for the teacher-student group. Particularly, dialogue journal writing between a teacher and a student brought more positive influence on writing fluency. Survey results indicate that all the participants felt positively in using a smart phone for dialogue journal writing. Given that there is a lack of research exploring the effects of smart phone usage on EFL writing, this study can provide insight into whether the use of smart phones for dialogue journal writing helps promote EFL learning. Based on these findings, limitations and pedagogical implications are provided.

학습일기쓰기의 유용성 및 만족에 관한 연구: 고등교육 영역의 학습자를 중심으로

전주성 한국성인교육학회 2008 Andragogy Today : International Journal of Adult & Vol.11 No.4

The purpose of this study was to investigate the usefulness and the satisfaction of learning journal writing from the learner's perspective. This study collected data from 196 undergraduate students who took a course offered for 2008 Spring Semester for pre-service teachers. Frequency analysis, independent two samples t-tests, and one-way ANOVA were used to analyze the data. This study has two significant conclusions: First, learners participated in the study appreciated learning journal writing as a pedagogical tool. They recognized that learning journal writing has several usefulness in terms of the educational aspect as follows: (1) forming their own perspectives on education, (2) inducing interest in education-related issues, and (3) enhancing their socal adaptation. In addition, they were satisfied with their activity of learning journal writing. Second, if learning journal writing is used in higher education settings as an useful educational strategy, it is important that instructors consider the background of learners. 이 연구는 고등교육 영역에서의 학습일기쓰기가 교육적 측면에서 어떤 유용성을 가지고 있는지, 또한 학습일기쓰기에 대한 만족도는 어떠한지를 학습자의 관점에서 경험적으로 분석해 내고자 하였다. 이 연구의 대상은 수도권 A대학 재학생들로 지난 2008학년도 1학기에 교직과목을 수강한 196명이다. 수집된 연구자료 분석을 위해 빈도분석, 요인분석, 독립표본 t검정과 일원변량분석을 실시하였다. 이 연구의 결론은 다음과 같다. (1) 학습자들은 학습일기쓰기가 교육적 측면에서 다양한 유용성을 가지고 있음을 인식하고 있으며, 학습일기쓰기 활동에 대해서도 만족하였다. (2) 교수자는 학습일기쓰기를 고등교육현장에서 하나의 교수전략으로 활용하고자 할 때, 학습자의 배경을 고려하는 것이 중요하다.

대화식 저널 쓰기: 학습자중심 작문수업을 위한 사례 연구

오나연(Oh Na yeon) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.18

본 연구는 “대화식 저널 쓰기(Dialogue journal writing)” 사례 연구로서 그 과정에서 작성된 저널의 주제 및 소재, 학습자와 교수자의 심리 및 태도에 관한 연구이다. 이를 위하여 서울 소재 4년제 대학교 학습자 14명과 영어 원어민 교수자 1명 사이에 한 학기(12주, 2017. 09. 12.~2017. 12. 05.) 동안 진행된 영어 대화식 저널 쓰기840편을 수집·분석하고(2017. 09. 12.~2018. 03. 30.), 참여자 인터뷰 및 설문조사를 학기 초(2017. 09. 12.), 학기 중(2017. 10. 17.), 학기 말(2017. 12. 05.) 3회 실시하였다. 결과로는 첫째, 저널의 주제와 소재를 Glesne(2016)를 참고하여 7개 영역으로 분류했을 때 빈도순으로 ① 개인적인 주제 및 내용, ② 격려 및 감정 표현, ③ 모국어 문화 반영, ④ 이름 사용, ⑤ 학문적 작문에 사용, ⑥ 영어 표현 및 문법 수정, ⑦ 그림을 통한 감정 표현 등이었다. 둘째, 학습자들은 저널 쓰기가 진행됨에 따라 긍정적인 감정으로 변화되었고, 교수자와 친밀해졌다고 느꼈으며, 유창성 측면에서 가장 도움이 된다고 생각했다. 셋째, 교수자는 학습자 개인에 대해 좀 더 알게 되었고, 유대감 이 강화되었고, 학습자의 유창성 증가에 도움이 되었다고 생각했다. 동기부여는 교수자의 고민이었다. 이러한 결과를 토대로 시사점을 논의하였다. 학습자가 어떤 종류의 글을 쓰고, 어떤 생각을 하며, 어떻게 변화하는 지 등은 학습자중심 영어 쓰기 수업에 길잡이가 될 수 있을 것이다. This study is a case study of “dialogue journal writing.” It aimed to examine topics and contents and learners’ and a teacher’s feelings and attitudes during the dialogue journal writing process in Korean college students and their professor. For this study, 840 dialogue journals from 14 learners and a professor at a college in Seoul during the fall semester were collected and analyzed. The participants were interviewed and surveyed. The study was conducted as follows: first, dialogue journals were divided into seven topics and content parts of the coding system by Glesne(2016). They were sorted by frequency: ① personal topics and contents, ② personal encouragement and expressing one’s own feelings, ③ L1 (Korean) cultural background in contents, ④ using each other s names, ⑤ using academic writing, ⑥ asking for more L2 (English) expressions and grammatical corrections, and ⑦ using drawings to express emotion. Second, learners felt more confident with English writing and closer to their professor, and they thought that dialogue journal writing was helpful for their writing fluency. Third, the professor thought she could learn about her students better and felt closer to them and that the dialogue journal writing was helpful for students’ fluency. However, she was concerned about giving her students writing motivation. With these findings, educational implications are discussed. What learners write, what they think, and how they develop while writing dialogue journals could guide learner-centered English writing classes.

대화식 저널쓰기가 대학생들의 쓰기능력과정의적 영역에 미치는 영향에 관한 인식 연구

신수정 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.4

This study aims to investigate University students’ perceptions on the effects of dialogue journal writing on their writing skill and affective domains. To accomplish the objectives, dialogue journal writing had been applied to twenty-six university students' over a 16 week period. The data were collected through student journal entries and interviews. Qualitative data was analyzed with students' dialogue journal writing and interviews that were conducted with 15 students. The findings show that the dialogue journal writing had a positive effect on the students' writing skill such as the students' writing fluency enhancement, expansion of vocabulary items, grammar awareness rising. In addition, the dialogue journal writing had a positive impact on the students' affective domains such as writing anxiety, motivation as well as interests of English writing. And the findings suggested that dialogue journal writing could facilitate college students’ English writing development when it comes to authentic communicative interaction between students and the teacher. Some implications and suggests will be discussed based on the findings of the study

저널쓰기 활동이 청각장애 유아의 쓰기 발달에 미치는 효과

박미혜(Park Mee-Hye),이달희(Lee Dal-Hee) 한국재활과학회 2006 難聽과 言語障碍 Vol.29 No.1

  The purposes of this study were to investigate on the writing develop of ability in hearing impaired children through journal writing activities. Specific problems were to find the difference of number of letters in journal writing and to define the difference of the number of sentences in hearing-impaired children"s journal writing of by age. Subjects were 6 hearing impaired children with 4, 5, and 6 years old. Procedures included pre-test and the evaluation of the development of writing. Journal writing activities were administrated 3 sessions each week. Mean score of number of letters and sentence was presented per weeks. The result of this study were as fallow’s :<BR>  First, journal writing activity increased the number of letters in hearing impaired children"s writing ability. The number of letters in journal writing was generally increased by age, 6 years old children more letters than those of 4 and 5 years old children.<BR>  Second, journal writing also increased the number of sentences in hearing impaired children"s writing ability by age, 6 years old children showed the expression of most of the sentences. The results was showed that journal writing activity is effective in development of writing in hearing impaired children.

예비특수교사의 반성적 사고 증진을 위한 저널쓰기 활용 방안

강영심,박창언 한국학습장애학회 2010 학습장애연구 Vol.7 No.3

As society is changing rapidly, school in the process of educational reform necessarily demands the reflective thinking of teachers for performing teaching activities as a expert. The purpose of this study is to review the important role and meaning of reflective thinking in teacher education and to examine the use of journal writing for improving special education preteachers' reflective thinking. The conduct of this study comes from a literature review the personal education and resend arch experience of using journal writing for special education preteacher’reflective thinking. Journal has various types and formats such as literature logs, reflective journal, and dialogue journals. Procedures how to apply a journal writing in special teacher education were reviewed in this paper. The development of personal meanings attached to journals should be encouraged. Once a learning community is created, journal writers should be prepared possess the attitudes of openmindedness, responsibility, and wholeheartedness. In the writing phase, a systematic guideline for writing journals can be provided. The process and the content of journal writing were explained in detail. Journal writing helps special education preteachers to develop reflective thinking and shared meanings, construct personalized theory, and promote critical thinking. Journal writing is certainly a time consuming activity. Even though journal writing is not free from its limitation, it is a very useful learning and teaching tool in special teacher education. It is especially a economic tool for assisting preteachers in becoming better thinker and reflective practitioner. 본 연구는 교사 양성 대학의 교육과정 속에서 예비특수교사의 반성적 사고를 증진시켜 주기 위한 교사 교육 전략을 모색하고자 시도되었다. 구체적으로 사범대학 특수교육과에 재학 중인 예비특수교사를 대상으로 수업을 하거나 연구를 수행한 실제적인 경험을 토대로 반성적인 사고가와 실천가로서의 유능한 특수교사를 양성하는데 유용한 저널쓰기 방안을 제시하고 있다. 이를 위하여 먼저 교사교육에 있어서 반성적 사고가 중요한 이유와 저널쓰기가 반성적 사고에 미치는 효과성과 유용성에 대하여 살펴보았다. 그리고 저널쓰기를 활용할 때 고려해야 할 사항과 유의점을 중심으로 다음의 7가지 사항을 제안하고 있다 : 1) 개방적이고 수용적인 학습공동체를 만들어야 한다. 2) 저널쓰기에 대한 내적인 동기를 유발시킨다. 3) 저널쓰기에 대한 기본적인 지침을 제공한다. 4) 저널에 대한 적절한 피드백이 주어져야 한다. 5) 저널쓰기를 위한 다양한 교육경험을 개발하여 제공해야 한다. 6) 저널쓰기 활동 과정이나 결과를 성적 평가의 일부로 활용한다. 7) 저널의 내용을 공유하는 학습문화를 조성한다. 이러한 연구결과는 장애인 등에 대한 특수교육법이 새롭게 제정되면서 교육 전반에 걸쳐 큰 변화가 예고되는 현실에서 능동적으로 대처할 수 있는 특수교사를 양성하는데 기여할 것으로 기대된다.

인터넷 기반 대화식 저널 쓰기를 통한 중학생의 쓰기 능력 발달 연구1)

소지연 ( So Jiyeon ),차경애 ( Cha Kyung Ae ) 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.2

본 연구의 목적은 한국 중학생 학습자의 교사와 학생들 간의 상호작용을 통해 이루어진 인터넷 기반 대화식 저널이 학생들을 쓰기 능력 발달에 어떤 변화를 가져오는지를 연구하고자 하였다. 특별히 읽기 저널(reading journal)과 대화식 저널(dialogue journal)쓰기를 중심으로 나타나는 변화를 연구하고자 하였으며 쓰기 수준이 다른 2명의 중학교 2학년 학습자를 대상으로 2달 간에 걸쳐 나타나는 쓰기에서의 정확성과 유창성을 중심으로 분석하였다. 리딩 저널의 경우, 학습자들은 storybook을 한 장씩 읽고이에 대한 저널을 썼으며 대화식 저널의 경우 자신들이 선택한 주제에 대해 인터넷 상에서 상호작용을 하면서 저널을 썼다. 학생들의 저널은 Tribble(2003)의 평가 도구를 수정하여 3명의 평가자에 의해 평가되었으며 그 결과는 다음과 같다. 두 달 간의 자료 분석 결과 학생들은 전반적으로 읽기 저널과 대화식 저널에서 모두 향상을 보였다. 그러나 2개의 저널을 비교해볼 때 2명의 학생 모두 읽기 저널보다는 대화식 저널에서 더높은 향상을 보인 것으로 나타났다. 학생들은 적절한 어휘를 사용하였으며, 문법적 오류가 많지 않았고 좀 더 명확하고 논리적으로 쓰기를 하는것으로 나타났다. 이는 상호작용의 중요성을 나타내는 것으로서 앞으로 교사의 피드백의 중요성과 함께 이 부분의 연구가 활발히 이루어진다면 유익한 쓰기 지도 방안이 되리라 본다. This study explores the impact of e-based interactive dialogue journal writing on Korean middle school students` writing development. The main question addressed in this study was whether there were any changes or progress in students` writing based on their reading journal and dialogue journal. For a qualitative analysis, this study was conducted over a two month period with 2 middle school students. During each lesson, they wrote one reading journal after reading one chapter of a selected storybook and one dialogue journal about the topic that they chose. To set clear evaluation criteria, the students` journals were collected and evaluated by 3 raters based on an analytical writing scale, which was modified from the assessment scale by Tribble (2003). The overall results revealed that there were changes in the students` writing, in both reading journal and dialogue journal. However, both students showed progress more with dialogue journal. They were able to write more clearly and logically, using proper vocabulary in the text with minor grammatical errors. Pedagogical implications and suggestions will be discussed based on the findings of the study.

예비특수교사의 반성적 사고 증진을 위한 저널쓰기 활용 방안

강영심(Kang, Young Sim) 한국특수교육학회 2010 한국특수교육학회 학술대회 Vol.2010 No.-

본 연구는 교사 양성 대학의 교육과정 속에서 예비특수교사의 반성적 사고를 증진시켜주기 위한 교사 교육 전략을 모색하고자 시도되었다. 사범대학 특수교육과에 재학 중인 예비특수교사를 대상으로 수업을 하거나 연구를 수행한 실제적인 경험을 토대로 반성적인 사고가와 실천가로서 능력 있는 특수교사를 양성하기 위한 저널쓰기 방안을 제시하고 있다. 이를 위하여 먼저 교사교육에 있어서 반성적 사고가 중요한 이유와 저널쓰기가 반성적 사고에 미치는 효과성과 유용성에 대하여 살펴볼 것이다. 그리고 저널쓰기를 활용할 때 고려해야 할 사항과 유의점을 중심으로 구체적인 방법을 제안하였다. 이러한 연구결과는 교사를 대상으로 하는 직전교육, 현장 교육, 재교육에 시사 하는 바가 클 것이다. 특히 특수교육진흥법이 장애인 등에 대한 특수교육법으로 새롭게 제정되면서 교육 전반에 걸쳐 큰 변화가 일어나고 있는 현실에서 창의적이고 적극적으로 특수교사의 역할을 수행할 수 있는 인재를 양성하는데 기여할 것으로 기대된다. The purpose of this study is to review the important role and meaning of reflective thinking in teacher education and to examine the use of journal writing for improving special education preteachers' reflective thinking. Journal writing is a technique that has been used extensively in university contexts as a means of facilitating reflection, deepening personal understanding and stimulating critical thinking. That's why teaching is a learned profession, and reflection plays a crucial role during a teacher's learning process. The conduct of this study comes from a literatures review and the personal experience as a teacher educator and researcher of using journal writing for special education preteachers. Journal has various types and formats such as literature logs, reflective journal, and dialogue journals. Guidelines how to apply a journal writing in special teacher education were suggested in this paper. The first and foremost thing is to make a supportive learning community which encourages special education preteachers to develop personal meanings attached to journals and to feel free to express in writing their understanding and response to an event, experience or concept. In addition to this explanation of the process and the content of journal writing, provision of a systematic guideline for writing journals and a variety of practical experience, elicitation of intrinsic motivation to write a journal, integrating method of the product of journal and grading system are suggested in detail. In conclusion journal writing helps special education preteachers to develop reflective thinking and shared meanings, construct personalized theory, and promote critical thinking. Even though journal writing is certainly a time consuming activity and not free from its limitation, it is a very useful and economic tool for assisting preteachers in becoming better thinker and reflective practitioner.

문학교육과 창작 능력 : 서사 능력과 서사물 쓰기의 새로운 방법 모색 -고등학교 자기서사 창작교육의 활성화를 중심으로-

박태진 ( Tae Jin Park ) 한국문학교육학회 2008 문학교육학 Vol.27 No.-

The aim of this study is focusing on finding a living way about self-narrative creating writing`s education in high school. Namely, What kinds of self-narrative creative writing`s education should be practiced in high school, So, How self-narrative creating writing`s education can be began actively in high school. But, To the present, The study on narrative creative writing`s education is focusing on novel creative writing`s education. But, According to the flexible genre point, Narrative essay has a essential role in self-narrative creative writing`s education. First of all, The goal of narrative creative writing`s education is to get student to be get self-education from ordinary life for his life. Self-narrative creative writing`s education is suitable for fulfilling this goal. Especially narrative essay creative writing`s education out of self-narrative creative writing`s education is useful more than novel creative writing`s education for fulfilling self-education. Of course, there are a diary, a memoir, a biography, a travel`s journal, a narrative essay, self-novel in self-narrative creative writing. But, novel creative writing out of many self-narrative creative writing is not easy for high school student to learn because of it`s much manuscript and difficult technique and so on. But narrative essay creative writing`s education related with a travel`s journal, a narrative essay is easy because of little manuscript and easy technique, and so on. Therefore many students are like writing travel`s journal and narrative essay prior to novel in high school. According to this inclination, This study have a prospect that creative writing`s education of travel`s journal and narrative essay should be practiced in first for self-narrative creative writing`s education in high school. But there are problems to solve for creative writing`s education of travel`s journal and narrative essay to be practiced prior to any kinds of self-narrative creative writing`s education in high. First, What creative writing`s education of travel`s journal and narrative essay is pursuing should not be life`s narrow world. Second, writing`s education of travel`s journal and narrative essay should be studied by intimate relation with writing`s education of self-novel. Third, Writing`s education of travel`s journal and narrative essay should not focused on life`s philosophy only. Also, Creative writing curriculum including intimate hierarchy with elementary school and middle school`s creative writing education should be lively studied with teaching-learning`s method and assessment about writing`s education of travel`s journal and narrative essay.

문법지식을 활용한 일기쓰기가 한국어 쓰기능력 향상에 미치는 효과 연구

김혜진 한국어문화교육학회 2010 한국어문화교육 Vol.4 No.1

외국어로서의 한국어 교육의 일차적인 목표는 의사소통 능력을 향상시키는 것이다. 의사소통 능력이란 말하기와 듣기, 읽기와 쓰기까지 포함하기에 어느 것 하나 소홀히 할 수 없다. 하지만 최근 한국어 교육에서 읽기와 쓰기의 연구는 짧고, 구체적인 쓰기 교육에 대한 방안도 부족한 실정이다. 또한 유창성의 흐름에 따라 학습자들이 말하기보다 쓰기 실력은 그 아래 단계에 머무는 한계가 드러나고 있다. 본고에서는 그 해결책의 하나로 문법지식을 활용한 일기쓰기를 제안하고자한다. 일기는 학습자들의 경험을 토대로 생각과 느낌을 표현하게 해 주면서 말하기를 확대시키는 도구가 되기도 한다. 또한 문법지식을 활용한 일기쓰기 연습을 통해 오류를 최소화하고 다음 단계로 나아갔을 때 정확하고 안정된 표현을 사용할 수 있도록 도움을 줄 것이다. 따라서 직접 학습자들에게 실험을 통해서 그 효과를 확인하고자 한다. The objective of this research is to help students express themselves with eloquent Korean by minimizing grammatical errors through journal writing. Furthermore, I aim to judge whether this journal writing has a positive effect in improving students' Korean writing skills. Specific research methods are as follows: In Chaper I, I explained the need of applying one's grammatical knowledge when writing a journal in the present Korean writing education, and examined preceding theoretical studies on writing education up to the present. In chapter II, I inquired into the theoretical background of writing and explained the significance of journal writing, and the link between grammar and journal writing education. In chapter III, I surveyed instructors and students of Korean language about applying one's grammatical knowledge when writing a journal to figure out their preferences. To provide a standard of evaluation after writing, I established evaluation methods based on the questionnaires given to Korean language instructors. Furthermore, I set up the scope and degree based on the questionnaires given to students to provide the standard of journal writing. The survey was conducted centering on the university extensions of Korean language education in Busan(Pukyong National University, Pusan National University, Pusan University of Foreign Studies, Inje Univerisity, and etc.) From subject instructors 43 sheets were collected and 92 sheets were collected from subject students. So the total of 135 sheets were retrieved. Through an actual exemplification of writing a journal using one's grammatical knowledge, I described the experimental process and method in order to verify its effect on improving one's writing skills in Chapter IV. Also, based on written journals, I observed students' grammatical errors and subject matters. And after examining their gradual progress I also gave an account of feedbacks from instructors. In chapter V, I divided the learners into the experiment group, control group and comparison group to evaluate their writing. Then I diagnosed the results by using the evaluation tool. In addition, after the subjects finished writing journals, I observed responses from the experiment and comparison groups once more and approved the effectiveness. In chapter VI, contents and results of this study have been summarized and organized, and a desirable direction for overall Korean writing education have been proposed.