The objective of this study is to verify the effectiveness of online and offline integrated feedback on improving writing ability of Korean students in international schools and to propose measures to improve writing abilities of these students.
With...
The objective of this study is to verify the effectiveness of online and offline integrated feedback on improving writing ability of Korean students in international schools and to propose measures to improve writing abilities of these students.
With the growth in the number of overseas Koreans in Europe, especially those who moved in due to the establishment of Korean corporate bodies within Europe, the number of Korean students studying in international schools has been increasing as well. However, most of these international schools have limited provision of Korean courses to all the age groups, leading to older students having to attend regular Korean curriculum abruptly with a long gap in learning their mother tongue. Furthermore, the curriculum for students aged 15-16 differs from that of Korean national curriculum, where the students are now asked to write reflective statement and literary commentary for their final assessment which is challenging without thorough understanding of the works’ background. Thus, effective measures such as collective methods of giving feedback are required to reduce the learning gap and enhance the writing ability in a short period of time with consideration of various factors of overseas Korean students studying in international schools. Students will be able to improve their writing abilities in a relatively short period of time through peer feedback and online and offline integrated feedback where written and audio recorded feedback can be accessed repeatedly regardless of time and place as well as facilitating contact with teachers.
Therefore, to prove the effectiveness of online and offline integrated feedback on improving Korean writing ability of Korean students in international schools and to suggest measures to improve those abilities, the following hypotheses were constructed and experimented.
Hypothesis 1.
Experimental group who received teacher’s online feedback will have greater improvement on content structure than the controlled group who received offline feedback only.
Hypothesis 2.
Experimental group who received teacher’s online feedback will have higher impact on developing self-directed writing attitude than the controlled group who received offline feedback only.
Hypothesis 3.
Students will receive positive impact on their writing attitude through peer feedback.
The following could be concluded from the results of the experiments conducted to prove the above hypotheses.
First, after analyzing writing improvement levels of the group which received teacher’s online feedback and the group which received offline feedback only, average scores of both groups showed an increase at the final writing task. The group which received online feedback showed greater improvement than that of the offline feedback group, especially on the content structure where the statistical results proved that there has been a significant improvement, and the student themselves testified that receiving online feedback facilitated such improvement on content structure.
Second, repeatedly listening to teachers’ online feedback, which could be accessed regardless of time and place and be applied to students’ next writing, assisted the development of self-directed, proactive attitude in enhancing their writing from multiple angles.
Third, peer feedback instilled self-reflection, desire to revise one’s writing and confidence in writing into the students. Although it was not reflected in the level of feedback application, emotional feedback such as compliments was frequently mentioned which had positive effect in changing students’ attitude towards writing. Students had strong tendency to acknowledge that giving feedback rather than receiving feedback was more effective in improving their writing as they could have the opportunity to ruminate and revise their own work.
Based on the conclusions of the experiment above, the following measures on giving feedback could be taken to enhance overseas Korean students in international schools.
First, using online feedback could be more effective. Teachers’ offline feedback has an advantage that immediate interaction can be made. However, there will be limitations for students in memorizing the whole feedback at once and applying it to the next writing.
Second, it is more effective to provide peer feedback in parallel with teachers’ feedback rather than providing teachers’ feedback only. A significant proportion of students thought that giving feedback is more helpful than receiving feedback, demonstrating that there are many advantages attained from reading their peers’ work. Above all, it is necessary to consistently train not only writing skills but also other language abilities such as oral and listening skills of the overseas Korean students, and peer feedback activity could be an important means to activate and practice each of these language abilities.
As the subject of this study is constrained to students in British International School of Bratislava, Slovakia, it may have limitations in generalizing the whole situation of international schools in Europe. While the numbers of overseas Koreans and international schools providing Korean courses are increasing, a broad variety of follow-up researches would be required to reinforce Korean writing abilities of the students studying in international schools.
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