Enhancing EFL Learning: Exploring the Impact of Collaborative Writing Activities Rooted in PBLEnhancing EFL Learning: Exploring the Impact of Collaborative Writing Activities Rooted in PBL
- Other Titles
- Enhancing EFL Learning: Exploring the Impact of Collaborative Writing Activities Rooted in PBL
- Authors
- 이유화; 김혜경
- Issue Date
- Feb-2024
- Publisher
- 현대영미어문학회
- Keywords
- Problem-Based Learning; collaborative writing; problem-solving skills; reflective journals; EFL college general course; 문제중심학습법; 협력적 글쓰기; 문제해결능력; 성찰일지; 대학교양영어
- Citation
- 현대영미어문학, v.42, no.1, pp 267 - 293
- Pages
- 27
- Journal Title
- 현대영미어문학
- Volume
- 42
- Number
- 1
- Start Page
- 267
- End Page
- 293
- URI
- https://scholarworks.bwise.kr/kumoh/handle/2020.sw.kumoh/28582
- DOI
- 10.21084/jmball.2024.02.42.1.293
- ISSN
- 1229-3814
2713-5349
- Abstract
- The purpose of this study was to investigate how EFL (English as a Foreign Language) college students perceive the Problem-Based Learning (PBL)-based collaborative writing activities in their English courses, as well as to assess the impact of these activities on their writing skills and transformation of their perceptions toward writing. Seventy-seven students from two general English classes participated in this study. The drafts produced from the PBL-based collaborative writing sessions were evaluated using Holst’s (1993) writing evaluation rubric for comparative analysis. Additionally, both quantitative and qualitative methods were applied to analyze the surveys and reflective journals. The findings revealed that while there was no significant difference in scores between the initial and final drafts written collaboratively, the students displayed positive perceptions toward English writing through their participation in PBL-based collaborative writing. Moreover, these activities facilitated authentic vocabulary learning and fostered enjoyment through collaboratively solving new problems and experiencing a sense of achievement.
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