초등 영어 쓰기 능력 신장을 위한 유도 작문과 통제 작문 활동의 효과 비교 연구

Abstract

This paper examined the effect of guided and controlled writing on English writing proficiency of elementary school students. 40 students participated in the study: 20 students were grouped into guided writing and the other half into controlled writing. The participants were tested four times – a pre-test, test 1, 2, and a post-test, and their writing was evaluated in the areas of content, grammar, and mechanics. The findings illustrated both guided and controlled writing were conducive to improving the participants’ writing in the area of content; however, in grammar, while guided writing was effective, controlled writing was not; lastly, in mechanics, both groups had mixed results. Overall, guided writing was more effective than controlled writing.