earticle

영어

The purpose of this study is to examine the effects of differentiated evaluation method on students' English writing ability and attitude. 78 students were participated in this study, and they were divided into 3 groups. In control group, the instructor evaluated the writing samples of students, and in two experimental groups students rated other students' writing samples individually or cooperatively, respectively. The results show that the experiences of peer review on other students' writing samples had more positive effects on improving students' writing ability as well as on their attitude toward the process of English writing compared to the control group in which instructor evaluated students' writing samples. Especially, the experimental group(2) who conducted the peer review sessions cooperatively with their teammates had more positive effects on improving their writing ability and attitude toward English writing than the experimental group(1) who conducted the peer review sessions individually. The results of this study suggest the important pedagogical implication for those who are planning the instructional design of learner-centered English writing class.