The Effects of BAND(Mobile Social Network Service) on the English Writing Abilities and Affective...
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The Effects of BAND(Mobile Social Network Service) on the
English Writing Abilities and Affective Domains of Korean Elementary School Students
Heeyoung An, Eunkyung Sung
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Contents Introduction (Background, Previous Research) (Research goal & questions)
Methods (Participants, Materials, Procedures)
Results (Pre-test, Post-test, Survey)
Conclusion
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Internet Cellular Phone SNS
Background
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Background
Neglect of written languages abilities
Ability gaps between students
Needs for new paradigm and method
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S N S
Previous Research
Game App
Communication Style ?
Words
ShortMessage
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Previous Research
SNS (Kakao talk, Me2day, Twitter, Facebook)(Hui, 2012; Park, 2013;; Kim, 2013; Moon, 2013; Park, 2013; Kim, 2014; Yoon, 2014)
Form-focused vs Meaning-focused feedback(Jeong, 2013;)
Affective domains (self-confidence, interest, motivations, personalities)(Hui, 2012; Park, 2013; Kang, 2013; Kim, 2013; Moon, 2013; Park, 2013; Kim, 2014; Yoon, 2014)
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Previous Research
Keeping English diaries
Form-focused feedback/ Meaning-focused feedback
Meaning-focused feedback is more effective to improve writing fluency than form-focused feedback.
The influence on 6th graders’ written fluency of teacher’s feedback type about English diaries – Yu-Jeong, Jeong , 2013
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Previous Research
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Research Goal
To investigate whether keeping mobile based English diaries has a positive impact on English writing abilities and affective domains of Korean elementary school students
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Research questions
Does using SNS tools such as Band to keep English diaries help to improve students’ writing fluency and accuracy? Does using SNS tools such as Band to keep English diaries help to improve students’ self-confidence and interest?
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1. Participants
Method
25 students 25 students6th grade in a public elementary school
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2. Band Application
Method
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2. Band Application
Method
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3. Pre-test, Post-test
Free writing
Method
Survey
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4. Topic of diary
Method
1. My Day2. Excursion (school tr ip)3. My Weekend
4. Mid-term Exam5. Food6. School Festival7. My Friends8. The Favorite Things
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Method5. Feedback
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Method5. Feedback
Control GroupControl Group
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Method5. Feedback
Control GroupControl Group
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Method5. Feedback
Control GroupControl Group
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Method5. Feedback
Experimental GroupExperimental Group
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Method5. Feedback
Experimental GroupExperimental Group
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Method5. Feedback
Experimental GroupExperimental Group
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Results
1. Control group
Post-testPost-testPre-testPre-test
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2. Experimental Group
Results
Post-testPost-test
Pre-testPre-test
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Results (writing abilities)
Group N Average SD t p
Words
PreCon 25 35.92 25.28
-1.412 .164Exp 25 46.64 28.30
PostCon 25 36.28 18.67
-2.387 .016*Exp 25 55.96 34.88
Sentence
PreCon 25 7.04 4.31
-.842 .404Exp 25 8.04 4.07
PostCon 25 6.20 2.85
-2.595 .013*Exp 25 9.28 5.20
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Results (writing abilities)
Group N Average SD t p
Error
rates
PreCon 25 35.37 14.74
1.071 .289Exp 25 31.04 13.83
PostCon 25 26.04 15.17
-.735 .466Exp 25 29.64 19.18
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Results(affective domains)
* p< 0.5
Group N Average SD t p
Self
confidence
PreCon 25 23.76 4.99
.000 1.000Exp 25 23.76 5.74
PostCon 25 25.20 4.69
-1.07 .290Exp 25 26.80 5.80
Interest
PreCon 25 24.64 5.28
-1.48 .145Exp 25 26.96 5.78
PostCon 25 27.12 5.08
-2.12 .039*Exp 25 30.36 5.67
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Results(words)
* P< 0.5
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Results(sentences)
* P<0.5
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Results(error rates)
* P<0.5
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Using SNS tools such as Band could help improve students’ English writing abilities in terms of fluency.
Using SNS tools such as Band could help increase students’ interest in their English writing.
Conclusion
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Future Study The effects of using these kinds of SNS tools on their English writing abilities of other graders
The effects of using these kinds of SNS tools on students’ English writing abilities in long-term research
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Thank you