학술논문
과제 중심 L2 쓰기 교육이 영어 쓰기 초급 단계인 한국 학생들의 인식, 경험 및 행동 유도성에 미치는 영향 : 질적 사례 연구 / Exploring the Impact of Task-based L2 Writing Instruction on Five Novice-level Korean Students' Perceptions, Experiences, and Affordances : A Qualitative Case Study
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
English
Abstract
이 질적 사례연구는 디지털 시대가 요구하는 쓰기 언어소통 능력을 기를 수 있도록 기존 언어의 형식 중점 영어 쓰기 수업을 실생활 기반 과업중심 수업으로 전환하였을 때, 학습자들이 가지고 있었던 영어 쓰기에 대한 인식변화, 변화된 수업에서 겪는 학습 경험, 그리고 새로운 학습환경에서 각 학습자들이 활용하는 행동유도성에 대하여 확인하였다. 연구는 8회차 수업으로 100분씩 진행되었으며, 참가자들의 요구분석과 연구자의 관찰기록 그리고 2022년 개정 교육과정과 유럽언어공통기준 (CEFR) (2020)에서 제시하는 쓰기 과업 활동을 기반으로 수업이 설계되었다. 데이터 소스는 반 구조화된 3차례 인터뷰 심층 분석, 5명의 참여자들 수업 결과물, 수업 log, 교사 관찰 필드 노트이다. 인터뷰 데이터 분석은 근거이론 접근 방식을 사용하여 면밀히 분석하였으며, 데이터 신뢰도를 높이고 삼각측량을 위해 모든 데이터는 분류하여 기록 정리하였다. 연구 결과 영어 쓰기 수업에 대하여 학습자들은 다양한 영어 쓰기 경험 부재로 영어 쓰기의 목적과 필요성을 인지하지 못하였으며, 외부에서 주어지는 의무감으로 인하여 부정적인 인식을 가지고 있는 것으로 확인되었다. 참여자들은 8주간의 실생활 기반 쓰기 과업 수업을 통해 각기 다른 수업 태도와 흥미도의 변화양상을 드러냈다. 참여자들의 흥미가 반영된 과업에서 과거 언어의 형식 중점 학습에서 학습성취가 낮았던 참여자들은 의견을 자유롭게 표현하며 수업에 적극 참여하였으나, 과거의 학습 방법에서 학습성취가 높았던 학생들은 과업 기반 쓰기 수업에서 성취기준에 대하여 혼란스러워 하였으며, 과거의 학습 방법에서 쉽게 벗어나지 못하였다. 참여자들은 수업을 통해 개인의 흥미요소가 반영된 과업기반 쓰기 수업에서 각자만의 고유한 행동유도성, 즉 과업의 실제성, 창조 기회, 다중 모드 그리고 완벽성을 활용하여 수업에 참여하였다.이러한 결과는 교사들의 지도 방법과 학습 환경 그리고 학습자들의 과거 학습 경험은 향후 학습자들이 영어 쓰기 학습을 하는 방향에 큰 영향을 미친다는 것을 설명한다. 이는 교수자들이 학습자들에게 그들의 흥미가 반영된 실생활 기반 쓰기학습을 영어학습 초기 단계에 경험하게 해 줄 필요가 있다는 것을 설명할 뿐 아니라 그들의 의견을 자유롭게 표현할 수 있는 기회를 최대한 많이 제공해 줄 필요가 있다는 것을 시사한다. 뿐만 아니라 쓰기과업 수업 설계 시 학습자들의 흥미요소 뿐 아니라 그들의 과거 학습경험에서 학습 동기를 일으켰던 요인 등을 고려할 필요가 있다는 것을 설명한다.
This qualitative case study explores the impact of transitioning from traditional form-focused English writing classes to real-life, task-based instruction, aiming to enhance language communication skills in response to the demands of the digital era. The study systematically investigates three key aspects: changes in learners' perceptions of English writing, experiences encountered in the transformed classroom, and the affordances utilized by individual learners in the new learning environment. The writing class comprised eight sessions, each lasting 100 minutes. The course design was based on participants' needs analysis, the researcher's observation records, and the writing task activities as per the revised 2022 curriculum and CEFR (2020). Data sources included semi-structured, in-depth analysis of three rounds of interviews, the class outcomes of five participants, class logs, and teacher observation field notes. The analysis of interview data was conducted using a grounded theory approach, meticulously categorized and recorded to enhance data reliability and triangulation.The research results indicate that learners in L2 writing classes lack diverse experiences in L2 writing, resulting in a limited understanding of the purpose and necessity of L2 writing. Furthermore, a negative perception was identified among learners, primarily stemming from sense of duty from outside. Participants displayed varying attitudes and levels of interest throughout the eight weeks task-based writing task course. In tasks that reflected participants' interests, those who had lower learning achievements in past form-focused lessons actively expressed their opinions and participated enthusiastically in the class. However, students who had higher learning achievements in past methods found the criteria for achievement in task-based writing classes confusing and struggled to easily transition away from their previous learning methods. Participants exhibited their unique affordances, task authenticity affordance, chance to create affordance, multimodality affordance, and perfection affordance, in task-based writing classes where individual learning experiences, preferences, and interests were reflected. These results highlight the significant impact of teachers' instructional methods, learning environments, and learners' past experiences on the direction of future L2 writing learning. It underscores the need for instructors to expose learners to task-based writing learning that reflects their interests in the early stages of English learning. Additionally, providing ample opportunities for learners to freely express their opinions is crucial. The findings also suggest that when designing task-based writing classes, considerations should extend beyond learners' interests to factors that motivated them in their past learning experiences.
This qualitative case study explores the impact of transitioning from traditional form-focused English writing classes to real-life, task-based instruction, aiming to enhance language communication skills in response to the demands of the digital era. The study systematically investigates three key aspects: changes in learners' perceptions of English writing, experiences encountered in the transformed classroom, and the affordances utilized by individual learners in the new learning environment. The writing class comprised eight sessions, each lasting 100 minutes. The course design was based on participants' needs analysis, the researcher's observation records, and the writing task activities as per the revised 2022 curriculum and CEFR (2020). Data sources included semi-structured, in-depth analysis of three rounds of interviews, the class outcomes of five participants, class logs, and teacher observation field notes. The analysis of interview data was conducted using a grounded theory approach, meticulously categorized and recorded to enhance data reliability and triangulation.The research results indicate that learners in L2 writing classes lack diverse experiences in L2 writing, resulting in a limited understanding of the purpose and necessity of L2 writing. Furthermore, a negative perception was identified among learners, primarily stemming from sense of duty from outside. Participants displayed varying attitudes and levels of interest throughout the eight weeks task-based writing task course. In tasks that reflected participants' interests, those who had lower learning achievements in past form-focused lessons actively expressed their opinions and participated enthusiastically in the class. However, students who had higher learning achievements in past methods found the criteria for achievement in task-based writing classes confusing and struggled to easily transition away from their previous learning methods. Participants exhibited their unique affordances, task authenticity affordance, chance to create affordance, multimodality affordance, and perfection affordance, in task-based writing classes where individual learning experiences, preferences, and interests were reflected. These results highlight the significant impact of teachers' instructional methods, learning environments, and learners' past experiences on the direction of future L2 writing learning. It underscores the need for instructors to expose learners to task-based writing learning that reflects their interests in the early stages of English learning. Additionally, providing ample opportunities for learners to freely express their opinions is crucial. The findings also suggest that when designing task-based writing classes, considerations should extend beyond learners' interests to factors that motivated them in their past learning experiences.