CMC 활용 글쓰기 환경과 면대면 글쓰기 환경에서의 동료 피드백 비교
어문학 > 영어학
김성연 ( Sung Yeon Kim ) , 이화전 ( Hwa Jeon Lee )
Multimedia-Assisted Language Learning 2012년, 제15권 제1호, 91~114페이지(총24페이지)
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    This study examined 5th grade primary school students` peer feedback exchange patterns in two different contexts: computer-mediated communication (CMC) and face-to-face communication (FFC). The students were given 20 minutes to exchange peer feedback after they completed 20 minutes of in-class writing on chosen topics. One group of students (n=24) used an electronic bulletin board to post their feedback whereas the other group wrote their feedback on the printed copies of their classmates` writing. From the comparison of the feedback posted by the students, the study found that the students in the CMC context exchanged more feedback than those in the FFC context. In addition, the feedback posted in the CMC context were more diverse and more specifically related to language form and content. In contrast, the feedback the students exchanged in the FFC context was mostly compliments. These students were also found to simply repeat what others had written. Other findings of the study indicated that the students in the CMC context were more appreciative of peer feedback and displayed more positive affect, such as lowered anxiety and increased confidence.
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