A Study on the Development of Productive Language Skills of English for Korean College Students
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The purpose of this study is to examine the effective and useful English learning and teaching program through content-based instruction in order to develop English speaking and writing proficiency in terms of learners’ motivation, confidence and anxiety. Each group of 20 Korean college senior students in the controlled and experimental group participated in the study which asked them to use English or Korean alternatively for three (class) hours every week for six months. The results on the participants’ speaking and writing proficiency are determined on the basis of the increase in their TOEIC scores, a well-known speaking and writing proficiency test. In addition, the participants’ motivation, confidence and anxiety levels are measured utilizing questionnaires. It is revealed that content-based instruction under a Korean English instructor rather than a native speaker is successful in enhancing Korean college senior students’ speaking and writing skills of English. Particularly, it works better with the students who have beginning and intermediate speaking and writing proficiency in the experimental group. The program is useful and effective for increasing motivation and confidence along with lowering learning anxiety in speaking and writing English. This study implies that content-based instruction under a Korean English instructor using the communicative skills between Korean and English listening materials including reading is highly positive to develop the speaking and writing proficiency of English.
Abstract
The purpose of this study is to examine the effective and useful English learning and teaching program through content-based instruction in order to develop English speaking and writing proficiency in terms of learners’ motivation, confidence and anxiety. Each group of 20 Korean college senior students in the controlled and experimental group participated in the study which asked them to use English or Korean alternatively for three (class) hours every week for six months. The results on the participants’ speaking and writing proficiency are determined on the basis of the increase in their TOEIC scores, a well-known speaking and writing proficiency test. In addition, the participants’ motivation, confidence and anxiety levels are measured utilizing questionnaires. It is revealed that content-based instruction under a Korean English instructor rather than a native speaker is successful in enhancing Korean college senior students’ speaking and writing skills of English. Particularly, it works better with the students who have beginning and intermediate speaking and writing proficiency in the experimental group. The program is useful and effective for increasing motivation and confidence along with lowering learning anxiety in speaking and writing English. This study implies that content-based instruction under a Korean English instructor using the communicative skills between Korean and English listening materials including reading is highly positive to develop the speaking and writing proficiency of English.
참고문헌 (16)
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