본고는 ZOOM의 소회의실 기능과 온라인 전지 기능을 가진 Padlet을 조합하여 실 시간 수업 중 교수자와 학습자 그리고 학습자와 학습자간에 상호작용이 활발히 일어 나는 쌍방향 수업 방안을 설계 적용한 연구이다. ZOOM의 소회의실 기능을 통해 소그룹을 형성하고 학습자간에 또래 튜터링의 방식으로 수업을 진행하였다. 그리고 소그룹 활동에서 수렴된 생각과 미해결된 부분을 Padlet 공간에서 전체 구성원들과 재 차 공유하여 수업 내용에 대한 의문점을 모두 해결하도록 하였다. 이와 같이 설계된 수업을 진행한 후 마지막에 학습자들의 만족도를 살펴보았다.

This study examined what the effects of computer discussions on interactive English language use of students who were considered reticent in class, and their perceptions of self-efficacy and language anxiety, and how different individual types of students would interact with the different contexts of oral and computer discussions. Data were collected using quantitative methods for discussion data and self-efficacy and language anxiety measures, and qualitative methods for interview and class observation from an advanced ESL writing class. The results indicated that the computer discussions seemed to help reticent students enhance their quantitative productivity in discussions, but it did not necessarily elicit more sophisticated and complex English language from these students. The analyses for students’ self-efficacy and anxiety measures further suggested that the computer discussions could contribute to lowering students’ language anxiety but not to improvement of their self-efficacy. In addition, the qualitative analysis illustrated that the students of one participant group would establish different emotional experience from those of the other group in the oral discussions. Then, the experiences of these students seemed to be created differently within the novel context of computer discussions.