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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp.307-334
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2020
Received 10 Aug 2020 Revised 24 Aug 2020 Accepted 31 Aug 2020
DOI: https://doi.org/10.15738/kjell.20..202008.307

그래픽 조직자를 활용한 쓰기 수업이 영어 학습자의 쓰기 능력, 상위인지전략, 정의적 측면에 미치는 효과

김보영** ; 안경자***
**제1저자, 서울영남초등학교
***교신저자, 서울교육대학교
Effects of writing lessons using graphic organizers on English learners’ writing abilities, meta-cognitive strategies, and affective aspects
Boyoung Kim** ; Kyungja Ahn***


Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aimed to investigate how incorporating graphic organizers into elementary English writing lessons affected the students’ writing abilities, metacognitive strategies, and affective aspects. Sixty 6th grade students were taught ten writing lessons using graphic organizers and surveyed, and six students were interviewed. The data were quantitatively and qualitatively analyzed. Major findings are as follows. First, the writing test scores of all levels significantly improved after the lessons using graphic organizers. Of the sub-categories of writing (content, organization, vocabulary, grammar, and mechanics), organization scores significantly increased in low level students, and vocabulary scores significantly increased in intermediate and low level students. For high level students, organization and vocabulary scores did not increase significantly. Second, after the lessons, the perception of metacognitive strategies improved for students of every level. Third, the affective aspects increased for students of every level. The students’ learning motivation increased much more than their confidence and interest, although intermediate students’ motivation did not significantly increase. Overall, using graphic organizers were effective in the students’ cognitive and affective development in writing. In particular, low level students improved the most, indicating the need for considering student levels when using graphic organizers in writing lessons. Further implications regarding the use of graphic organizers in writing lessons are discussed.

Keywords:

graphic organizer, metacognitive strategy, affective aspect, English writing, elementary English

Acknowledgments

본 논문은 제 1저자의 석사학위 논문을 수정·보완한 것임.

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김보영(Kim, Boyoung), 교사(teacher)서울 금천구 문성로 62-15(62-15, Munseong-ro, Geumcheon-gu, Seoul, Korea)서울영남초등학교(Seoul Yeongnam Elementary School)Tel: 02-861-7147E-mail: boyoung27@sen.go.kr

안경자(Ahn, Kyungja), 교수(Professor)서울 서초구 서초중앙로 96(96 Seocho Jungang-ro, Seocho-gu, Seoul)서울교육대학교 영어교육과(Dept. of English Education, Seoul National Uiversity of Education)Tel: 02-3475-2565E-mail: kjahn@snue.ac.kr