This study aims at figuring out which level of Chinese learners' proficiency and how intimacy among learners are influenced most by collaborative writing, respectively by observing collaborative writing process of Chinese learners who studies Korean ...
This study aims at figuring out which level of Chinese learners' proficiency and how intimacy among learners are influenced most by collaborative writing, respectively by observing collaborative writing process of Chinese learners who studies Korean Language in Korea and analyzing its results.
In Chapter I, the necessity and purpose of the study are suggested with its composition. In Chapter II, theoretical backgrounds and the contents of the previous studies are reviewed and the research questions are addressed. The theoretical backgrounds are divided into five categories and reviewed. Firstly, the relevant theories about collaborative writing are reviewed. Second, the definition and characteristics of collaborative writing are arranged. The elements such as process, team composition, and teacher's role in collaborative writing are also defined. Third, the theories related to writing tasks and activities are described. Fourth, theories about learners' writing output ability are also explained. And fifth, mixed methods suitable to this study are reviewed.
In Chapter III, for the research method and procedure, the participant, research instruments, and methods to collect and analyze data are figured out, and the research instruments and sources such as consent sheet, questionnaire sheet, and writing task sheet used for the study procedure and experiment process, interview sources, and transcription data from recording are described in detail. And then, how to analyze the data from the experiments both quantitatively and qualitatively are also explained. In Chapter IV, the results from the experiments are analyzed and discussed. The research results on 72 Chinese learners of Korean Language are as follows:
First, there are differences of writing outputs between groups with collaborative writing activities and those with personal writings. In the collaborative group, every aspect including fluency, complexity, and accuracy shows more excellent results than the control group. For complexity, there is no significant difference but fluency and accuracy show statistically significant differences. In addition, in Korean teachers' grading results, the collaborative group have higher point in every standard such as contents, structure, vocabularies, grammars, spelling as well as total point. Statistically, there are significant differences between both groups. That is, collaborative writing has very positive influences on the outputs of Chinese learners' writing ability in Korean Language.
Second, as a result to analyze fluency of writing outputs by proficiency, whether to collaborate does not affect advanced group as much as basic and intermediate groups. The result to analyze complexity by proficiency shows statistically significant differences in basic collaborative and control groups. However, intermediate and advanced groups do not have statistically significant differences. As a result to analyze accuracy by proficiency, basic and intermediate collaborative and control groups show very huge differences in accuracy. But for advanced learners, collaborative writing does not affect accuracy in writing. As a result of the analysis of grades by Korean teachers' evaluation by proficiency, all three basic, intermediate, and advanced collaborative groups have higher grades than their counterpart control groups.
Third, when analyzing fluency according to intimacy, all basic, intermediate, and advanced learners create more phrases and use more clauses during writing tasks as they are closer. As a result to analyze complexity of writing outputs, differences between groups according to intimacy are not huge. For accuracy, if proficiency level is basic, in every standard, group with higher intimacy shows higher accuracy in writing output than that with lower intimacy. In contrast, in case of advanced group, in most of analysis standards, averages of lower intimate group are a little higher than that with higher intimacy. Basic learners show huge deviation depending on intimacy with their peers while advanced learners do not show difference by intimacy.
Fourth, frequency of form-focus LRE by proficiency, basic group show more interactions during collaborative writing tasks than intermediate and advanced groups. For frequency of metacognitive episodes by proficiency, advanced learners have more interactions than basic and intermediate learners. In addition, basic learners do not show comprehensively huge differences in LRE frequency of morph and syntax according to intimacy. In contrast, intermediate and advanced learners show huge differences in LRE frequency of morph and syntax depending on intimacy. Though basic and advanced learners do not show comprehensively huge differences in frequency of metacognitive episodes depending on intimacy, intermediate learners show huger differences in frequency of metacognitive episodes according to it.
In Chapter V, with the summary of the research results, this study's significances and limitations in Korean Language education are discussed and then suggestions and direction for follow-up studies are also made. This study has meanings to investigate effects of collaborative writing activities according to proficiency, not limiting learners with specific stages and to analyze the effects of collaborative writing activities according to intimacy by expanding more than the previous studies. But it is regretable not to compare the results of the repeated collaborative writing activities.
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