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The Effect of Worked Examples When Learning to Write Essays in English Literature

Authors
Kyun SunaKalyuga SlavaSweller John
Issue Date
Jul-2013
Publisher
Routledge
Citation
JOURNAL OF EXPERIMENTAL EDUCATION, v.81, no.3, pp 385 - 408
Pages
24
Journal Title
JOURNAL OF EXPERIMENTAL EDUCATION
Volume
81
Number
3
Start Page
385
End Page
408
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/151340
DOI
10.1080/00220973.2012.727884
ISSN
0022-0973
1940-0683
Abstract
Worked examples, commonly used in technical domains, are rarely used in language areas such as English literature. In 3 experiments, Korean university students for whom English was a foreign language received worked examples intended to facilitate problem solving in the ill-structured domain of English literature. During the learning phase, half of the students were presented conventional essay questions that they were asked to answer. The other half of the students were presented the same questions along with model answers that they were asked to study, followed by similar questions that they had to answer themselves. All students then were asked to answer retention, near and far transfer tests. Relatively more knowledgeable students were assigned to Experiment 1 than to Experiment 2, who, in turn, were more knowledgeable than were the students in Experiment 3. Results indicated that the effectiveness of worked examples increased with decreasing student knowledge.
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기초교양대학 (기초교양학부)
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