초등 EFL 환경에서의 협력적 디지털 복합양식 글쓰기 수업 설계및적용: 학습자 상호 작용을 중심으로
Designing and implementing collaborative digital multimodal composing instruction in an elementary EFL classroom: Exploring learner interaction patterns.
- 발행
- 2026 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울아주초등학교
- 출처
- 국내 KCI
- 원문
- 원문 보기 ↗
개념
키워드
디지털 복합양식 작문, 협력적 글쓰기, 과업 중심 언어 교수, 문제중심학습, 초등영어교육, digital multimodal composition, collaborative writing, TBLT, PBL, elementary English education
초록
This study developed and implemented a collaborative Digital Multimodal Composing (DMC) instructional model for elementary EFL learners and explored learner interaction patterns during instruction. Twenty-five fifth-grade students participated in a four-week interdisciplinary project integrating Social Studies and English, centered on children's human rights as a Problem-Based Learning (PBL) theme. The model comprised five stages integrating TBLT principles with PBL as the theme-introduction framework. A task repetition strategy was employed to separate multimodal complexity from linguistic difficulty. A three-stage writing process—Planning, Drafting, and Revising—was applied within a process-based assessment framework. Data from classroom observations, teacher journals and student artifacts were analyzed through descriptive qualitative analysis with data triangulation. Findings revealed that learner interactions progressed qualitatively across the stages: from instrumental tool-mediated interactions to critical dialogue and Language-Related Episodes (LREs) involving collaborative lexical refinement and translanguaging practices. Gallery walk sessions with role rotation fostered mu