Cross Space: The Exploration of SNS-Based Writing Activities in a Multimodal Learning Environment

Autor/inn/en	Lee, Kwang-Soon; Kim, Bong-Gyu
Titel	Cross Space: The Exploration of SNS-Based Writing Activities in a Multimodal Learning Environment
Quelle	In: Educational Technology & Society, 19 (2016) 2, S.57-76 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Social Networks; Writing Instruction; English (Second Language); Second Language Learning; Writing (Composition); Anxiety; Computer Simulation; Qualitative Research; Statistical Analysis; Correlation; Feedback (Response); Multiple Regression Analysis; Linguistic Input; Computational Linguistics; Verbs; Models; Second Language Instruction; College Students; Teaching Methods; Student Attitudes; Collaborative Writing; Pretests Posttests; Student Surveys; Foreign Countries; Reliability; Educational Technology; Telecommunications; Handheld Devices; South Korea + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Angst; Computergrafik; Computersimulation; Qualitative Forschung; Statistische Analyse; Korrelation; Sprachbildung; Linguistics; Computerlinguistik; Analogiemodell; Fremdsprachenunterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schülerbefragung; Ausland; Reliabilität; Unterrichtsmedien; Telekommunikationstechnik; Korea; Republik
Abstract	This study explores the positive learning effect of formulating English sentences via Social Network Service (SNS; "Kakao-Talk") on less proficient L2 university students' (LPSs') writing, when the application is utilized as a tool to link in and out-of class activities in a multimodal-learning environment. Its objective is also to promote LPSs' participation in writing activities as well as to reduce their anxiety about potential mistakes through offering writing opportunities in a virtual space. The LPSs (N = 62) were regularly directed to construct their own sentences and opinions via "Kakao-Talk" in accordance with an instructor's specific "to-verb" prototype after receiving the prepared materials via "Kakao-Talk," which stimulates the "recalling process" on the previous class content. Qualitative and quantitative methodologies including correlation and corpus analysis were conducted. The results support the benefit of correlated factors: the efficiency of input, challenge, social presence, the usefulness of "to-verb" practice, and feedback. In particular, multiple-regression analysis presents a highly workable model to maximize the efficacy of learning. Multimodal Teaching and Learning with an SNS-based writing platform can have a significant effect in fostering LPSs' writing performance through a specific grammar-driven ("to-verb") approach, invoking learners' motivation and enhancing peers' collaboration as a newly-developed learning venue. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01