This study reports the results of an open-ended questionnaire on the experiences of Korean university students who worked on task-based L2 bimodal collaborative writing enhanced by technology. Thirty-six English major students developed a reading text for 2nd-grade middle school students. Using Microsoft TEAMS as the main platform, participants conducted the collaborative writing task using real-time video conferencing, chatting, commenting, file and image posting, and (a)synchronous feedback/revision functions. Participants 1) used multiple tools to maximize their functions, 2) interacted collaboratively in every writing stage to achieve success, and 3) evaluated the quality of collaborative writing more highly than individual writing and perceived the positive impacts of collaborative writing on L2 writing in audience awareness, paraphrasing technique, and linguistic expressions. The levels of visual editing skills and awareness of online image copyright among students varied.

본 연구의 목적은 이중과업 방법론(dual task methology)을 사용해서 젊은 사람과 노인을 대상으로 독립된 두 사건(two separate concurrent events)을 동시에 수행하는데 요구되는 주의력에 대한 분석과 노인에서의 특징적 차이를 찾는 것이다. 본 실험은 대상자가 힘판(force plate) 위에서 장애물(10cm) 보행시에 경피자극(cutaneous stimulation)에 대하여 마이크로 스위치(micro-switch)를