The purpose of this study is to design a teaching and learning model for the Korean writing class using Facebook and examine its effectiveness.
Recent Korean language education's trend is to integrate 4 functions which are speaking, listening, rea...
The purpose of this study is to design a teaching and learning model for the Korean writing class using Facebook and examine its effectiveness.
Recent Korean language education's trend is to integrate 4 functions which are speaking, listening, reading and writing. In other words, in one class, these 4 functions will be incorporated. However, there would certainly be the time constraints to cover up all in a single class. Therefore, the writing activity tends to be given as a homework or extra assignment without any further teaching or guidance in the classroom.
However, writing and composition sections have been included in evaluating system like TOPIK test etc. Since it was not taught properly in the classroom, most of students express difficulties in writing in Korean. Even though teachers provide some feedbacks on writing assignment, they are generally one-way feedbacks and focused on grammatical errors mostly. At the same time, although the process-oriented writing approach has widely accepted as a general teaching methods for teaching Korean writing, due to time constraints and so on it has not been fully applied to the classroom setting.
In order to solve these conflicting circumstances, this study is to present the teaching model for Korean language writing class utilizing Facebook.
For this purpose, first of all, this study briefly reviewed on Facebook and its main characteristics in terms of educational purpose and explained the reason to choose Facebook as a medium to embody the Korean writing class among various social network related services. Then the theories to justify the application of Facebook on a foreign language class have been reviewed too.
Based on literature reviews above, this study presented the teaching and learning model for the process-oriented writing approach-based Korean writing class using Facebook. Furthermore, it showed real examples on how to use the designed model. However, in this study it targets elementary level students only.
To examine the effectiveness of using Facebook for writing class, the quasi experimental study was conducted. The self-administered questionnaire survey was conducted as well to explore students' perceptions on utilizing Facebook for Korean writing class.
As a result, it has been statistically proved that the Korean writing class using Facebook significantly improved students' writing skills compared to the one without using it. In addition, it has been found that the Korean writing class using Facebook is more effective to improve writing skills of the bottom-ranked students rather than the top-ranked students.
Moreover, through the result of students' perception research, it discovered that most of students agree that their Korean writing skills have been improved through the class utilizing Facebook. It has been confirmed that Facebook Group is a effective environment to draw social and teaching presence too. Overall, students showed a positive attitude and a high level of satisfaction toward the Korean writing class using Facebook.
The significance of this study is that it suggested a very concrete and practical alternative to tackle the main problem which Korean writing class has been facing. In particular, since it used a students- friendly tool which got higher accessibility and affordability, the utilization of this study could be relatively high.
Furthermore, in the aspect of research methodology, it has got its significance in verifying the effectiveness of using Facebook in foreign language learning empirically and practically, which had not been proved before.
，韩语论文，韩语论文范文 |
