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논문 기본 정보

자료유형
학술저널
저자정보
Haesong Harrison Lee (Hankuk University of Foreign Studies)
저널정보
한국응용언어학회 응용언어학 응용언어학 제31권 1호
발행연도
2015.3
수록면
61 - 94 (34page)
DOI
10.17154/kjal.2015.03.31.1.61

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초록· 키워드

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This qualitative study, conducted as a follow-up to Lee’s (2014) experimental study, examined aspects and features of Instructional Conversation (IC) and IC discourse that serve to assist English as a foreign language (EFL) learners in their WebQuest writing performance. Interview data were collected from the three most successful online IC participants in Lee’s study and were subsequently analyzed using within-case and cross-case thematic analysis methods. Results indicated that (a) the structure/sequence of IC, (b) interactive participation, and (c) thematic focus assisted the EFL learners in their overall WebQuest writing performance, that (a) the structure/sequence of IC and (b) thematic focus assisted them in their performance on content, and that IC’s facilitation of understanding of content, along with the resulting improvement in other components of overall writing quality, assisted them in their performance on overall writing quality. An analysis of the texts from the online IC discussions in which the three interviewees participated revealed that the common themes identified through the cross-case analysis of the interview data were well manifested or reflected in the IC discussion data. Implications are discussed in both theoretical and practical terms.

목차

Ⅰ. INTRODUCTION
Ⅱ. METHOD
Ⅲ. RESULTS
Ⅳ. DISCUSSION
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