초록 열기/닫기 버튼
The goal of this study is to investigate the effect of cooperative writing instruction on elementary students’ writing ability. 12 elementary students were instructed to write in English for 10 weeks and their writing progress was observed and analyzed. Writing activities were conducted through the process-based writing using cooperative group learning structures. Questionnaires, observation sheets and notes, interview, journal writing, and video recording were used to collect the data and quantitative and qualitative data analyses were used. The results of the study were as follows: 1) Students began to understand a real reason for writing and write for their own purposes through active interaction among their group members. 2) Students’ interest and confidence in writing enhanced through cooperative writing activities. 3) Students’ vocabulary knowledge and their ability of organizing content were enhanced. 4) The enhancement of using metacognitive strategies was shown through self-check and feedback activities.
키워드열기/닫기 버튼
process based writing approach, cooperative learnin), small group, writing ability, metacognitive strategy
