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특수목적영어 학습동기 향상을 위한 형성평가 활용 사례연구: 군사영어 학습을 중심으로

Implementation of Formative Assessment for Motivating ESP Learning: A Case Study of Military English Learning

정태영|오준혁|이한솔
화랑대연구소 (Hwarang Dae Research Institute)|2021.10|한국군사학논집 (Korean Journal of Military Art and Science)|제77권 제3호|pp. 281-305|DOI 10.31066/kjmas.2021.77.3.011

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키워드

motivation특수목적영어자기조절학습self-regulated learning형성평가학습 동기군사영어English for specific purposes (ESP)formative assessment (FA)military English (ME)

초록

Among important learner factors that predict and influence learners’ achievement of language learning, motivation has received the most attention from the research community, and this trend remains valid in learning English for specific purposes (ESP). In the present study, we investigated how formative assessment (FA) practices positively influenced motivation to learn ESP and eventually contributed to ESP achievement, in a case of learning military English (ME). During a semester, a series of formative assessment practices, including listening and reading quiz, presentation, and discussion, were provided along with student-initiated self-assessment opportunities and teacher feedback within and between instructional units. The results from interviews with learners indicated that FA practices helped them develop self-regulated learning as they could gauge their learning progress and this experience seemed to positively influence their attitude toward ME learning, enhancing their motivation to learn ME and eventually their achievement. Further pedagogical implications and future directions are discussed.

Abstract

Among important learner factors that predict and influence learners’ achievement of language learning, motivation has received the most attention from the research community, and this trend remains valid in learning English for specific purposes (ESP). In the present study, we investigated how formative assessment (FA) practices positively influenced motivation to learn ESP and eventually contributed to ESP achievement, in a case of learning military English (ME). During a semester, a series of formative assessment practices, including listening and reading quiz, presentation, and discussion, were provided along with student-initiated self-assessment opportunities and teacher feedback within and between instructional units. The results from interviews with learners indicated that FA practices helped them develop self-regulated learning as they could gauge their learning progress and this experience seemed to positively influence their attitude toward ME learning, enhancing their motivation to learn ME and eventually their achievement. Further pedagogical implications and future directions are discussed.

참고문헌 (47)

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