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

Contents Introduction (Background, Previous Research) (Research goal & questions)

Methods (Participants, Materials, Procedures)

Results (Pre-test, Post-test, Survey)

Conclusion

Internet Cellular Phone SNS

Background

Background

Neglect of written languages abilities

Ability gaps between students

Needs for new paradigm and method

S N S

Previous Research

Game App

Communication Style ?

Words

ShortMessage

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)

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

Previous Research

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

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?

1. Participants

Method

25 students 25 students6th grade in a public elementary school

2. Band Application

Method

2. Band Application

Method

3. Pre-test, Post-test

Free writing

Method

Survey

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

Method5. Feedback

Method5. Feedback

Control GroupControl Group

Method5. Feedback

Control GroupControl Group

Method5. Feedback

Control GroupControl Group

Method5. Feedback

Experimental GroupExperimental Group

Method5. Feedback

Experimental GroupExperimental Group

Method5. Feedback

Experimental GroupExperimental Group

Results

1. Control group

Post-testPost-testPre-testPre-test

2. Experimental Group

Results

Post-testPost-test

Pre-testPre-test

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

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

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

Results(words)

* P< 0.5

Results(sentences)

* P<0.5

Results(error rates)

* P<0.5

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

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

Thank you