The purpose of this is to introduce the learner evaluation charts which can be utilized for activities after giving Korean writing lessons, to use them as a free writing teaching data for basic level learners, and to verify the effects by testin...
The purpose of this is to introduce the learner evaluation charts which can be utilized for activities after giving Korean writing lessons, to use them as a free writing teaching data for basic level learners, and to verify the effects by testing them through actual lessons. Especially, they can be utilized as free writing feedback data in the area of writing for learners who prepare the basic level of Test of Proficiency in Korean (TOPIK).
The learner evaluation charts is based on the scoring standard of free writing in the test of proficiency in Korean. The evaluation territory is divided into four parts: the contents and task performance, the development structures of writing, the diversity of language usage and the accuracy of language usage. Each of those territories has detailed evaluation items. In this study, assigning scores in each territories and adding explanations why does it have those scores are to help learners understand easily about the learner evaluation charts.
Two groups, one of which is group A who does not have feedback with the learner evaluation charts, and the other is a group B who does have feedback with the learner evaluation charts perfume five tests. The result of those tests is analyzed into four different evaluation territories that are mentioned above. The results are as follows.
First, in the area of contents and task performance, the grade of group B whom the the learner evaluation charts were applied with was improved tremendously with 1.675 points (18.61%) compared to group A who showed 0.25 point (2.77%) increase. Also, according to the result of corresponding sample t examination, it was confirmed that there exists a meaningful difference between two groups since the average of significance probability (both sides) was 0.036 that it was lower than 0.05, which is a significant level.
Second, in the area of the development structures of writing, the grade of group B in which the learner evaluation charts were applied was increased to 0.975 point while group A was 0.825. Both group showed a mere grade improvements but the difference was insignificant. According to the result of corresponding sample t examination, the significance probability (both sides) showed higher than 0.05, which is a significant level among the total of 5 testings except the second. Hence we have confirmed that in the area of contents and task performance a significant difference between the two groups cannot be found.
Third, in the area of diversity of language usage the grade of group B whom the learner evaluation charts were applied with showed 2.55 point increase and 1.00 for group A. The group B was 1.55 points (17.22%) higher than group A. According to the result of corresponding sample t examination, the average of significance probability (both sides) was 0.027 that it was lower than 0.05, which is a significant level. Hence we found that there exists a significant difference between the two groups in the area of diversity of language usage.
Finally, in the area of accuracy of language usage, the grade of group B whom the learner evaluation charts were applied with showed 1.375 point increase and 0.375 for group A. The group B was 1.00 point (16.66%) higher than group A. According to the result of corresponding sample t examination, the averages of significance probability (both sides) were No. 1 (1.374), No. 2 (0.305), No. 3 (0.089), No. 4 (0.080), and No. 5 (0.002). As the testing continues, the significance probability drops gradually and reaches to 0.05 point which is a significant level on the sequence No. 5. These changes show that a long term guidance is more useful than a short term guidance in the area of accuracy of the language usage. Hence we also found that there exists a significant difference between the two groups in the area of diversity of language usage.
According to the above analysis of testing results, the two groups who used different methods of studying showed a significant difference statistically in the areas of contents and task performance, diversity of language usage, and accuracy of language usage. That is, it is confirmed that the utilization of the learner evaluation charts is useful for the free writing lesson data of basic level Korean.
This study is valuable to verify the utilization of the learner evaluation charts that is useful for free with writing lesson of basic level Korean. However it is still remained to be tested if this will have a same effect on the higher-level Korean and how much it helped students in the same group according to their levels.
Key words: Korean writing education, TOPIK, free writing, the learner evaluation charts, feedback data, the contents and task performance, the development structures of writing, the diversity of language usage, the accuracy of language usage, writing guidance.
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