단기집중영어캠프에 대한 초등학생, 중학생, 대학생간의 인식 비교 및 효과성
Comparison of Elementary, Middle, University Students' Perceptions on Intensive English Camps & Their Effects
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This study aims to investigate how elementary school, middle school, college students perceived and evaluated the intensitive English camps implemented during school vacations. For the study, a survey was conducted with 39 elementary school students, 30 middle school students, 76 college students after their participating in the camps. College students' English speaking abilities were measured before and after the camps to see their improvement of speaking abilities. The questionnaire had 64 items relating to the participants' perceptions of eight factors of ‘English study,’ ‘native English teachers,’ ‘learning interest,’ ‘positiveness,’ ‘English anxiety,’ ‘learning effect,’ ‘indirect effect,’ and ‘satisfaction’ through the camps. The main findings of the study were as follows: (1) Overall, all of the three student groups had positive perceptions of and feelings about the camps, but the college students had the most positive attitudes and the middle school students the least positive attitudes towards English camps. (2) Both elementary school and college students groups were very positive of the camps and had a similar degree of positive perceptions except two perception factors. College students had more positive attitudes about ‘native English teachers’ and ‘learning interest’. (3) Elementary school students are likely to have more positive perceptions in terms of ‘English study,’ ‘English anxiety,’ ‘learning effect’ than middle school and college students. (4) An intensive English camps influenced the improvement of college students' English speaking abilities
Abstract
This study aims to investigate how elementary school, middle school, college students perceived and evaluated the intensitive English camps implemented during school vacations. For the study, a survey was conducted with 39 elementary school students, 30 middle school students, 76 college students after their participating in the camps. College students' English speaking abilities were measured before and after the camps to see their improvement of speaking abilities. The questionnaire had 64 items relating to the participants' perceptions of eight factors of ‘English study,’ ‘native English teachers,’ ‘learning interest,’ ‘positiveness,’ ‘English anxiety,’ ‘learning effect,’ ‘indirect effect,’ and ‘satisfaction’ through the camps. The main findings of the study were as follows: (1) Overall, all of the three student groups had positive perceptions of and feelings about the camps, but the college students had the most positive attitudes and the middle school students the least positive attitudes towards English camps. (2) Both elementary school and college students groups were very positive of the camps and had a similar degree of positive perceptions except two perception factors. College students had more positive attitudes about ‘native English teachers’ and ‘learning interest’. (3) Elementary school students are likely to have more positive perceptions in terms of ‘English study,’ ‘English anxiety,’ ‘learning effect’ than middle school and college students. (4) An intensive English camps influenced the improvement of college students' English speaking abilities
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