ScholarWorks@숙명여자대학교

초록

This study compared the effects of two different types of synchronous computer mediated communication activity-synchronous computer mediated communication (SCMC) only and SCMC with peer feedback activity-on writing proficiency. The data was collected from 16 university students in an SCMC only and an SCMC with feedback group who took pre and post writing proficiency tests and conducted 8 weekly sessions on the same topics. The participants’ test results were analyzed using the Wilcoxon signed ranks test, and the results showed that the SCMC with feedback group improved overall writing proficiency nearly significantly. Using Tunits,the participants’ SCMC language analyzed in terms of accuracy, complexity, and fluency which showed no significant difference between the two groups. However, accuracy from the within group comparison revealed that the SCMC with feedback group improved significantly, while the SCMC only group did not. In terms of complexity and fluency, all the participants did not show any statistical change in both groups. The data analyzed herein provides an insight to the possibility that SCMC combined with feedback activity would enable learners in writing class to foster their accuracy by raising consciousness of grammatical forms through SCMC with feedback activity.

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