Integrating Soft Skills into Online EFL Classrooms Using Problem-Based Learning with Challenge Questions
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of nonverbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.
Abstract
This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of nonverbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.
참고문헌 (21)
- J. Andrews, "Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study", Higher Education in Europe, 33(4), pp.411~422 (2019)[DOI]
- M. Robles, "Executive Perceptions of the top 10 Soft Skills Needed in Today’s Workplace", Business and Professional Communication Quarterly, 75(4), pp.453~465 (2012)[DOI]
- Roselina Shakir, "Soft skills at the Malaysian institutes of higher learning", Asia Pacific Education Review, 10(3), pp.309~315 (2009), 교육연구소[DOI]
- T. Chamorro-Premuzic, "Soft Skills in Higher Education:Importance and Improvement Ratings as a Function of Individual Differences and Academic Performance", Educational Psychology, 30(2), pp.221~241 (2010)[DOI]
- 김경언, "학생 핵심역량에 대한 대학생, 졸업생, 인사담당자의 인식차이 및 교육요구도 분석 : 공과중심 K대학 사례를 중심으로", 교육연구논총, 38(2), pp.81~107 (2017), 교육연구소[DOI]
- S. Cranmer, "Enhancing Graduate Employability: Best Intentions and Mixed Outcomes", Studies in Higher Education, 31(2), pp.169~184 (2006)[DOI]
- J. Young, "Generic Competency Frameworks: A Brief Historical Overview", Education Research and Perspectives, 37(1), pp.1~24 (2011)
- I. Hairuzila, "Challenges in the Integration of Soft Skills in Teaching Technical Courses: Lecturers’ Perspectives", Asian Journal of University Education, 5(2), pp.67~81 (2009)
- G. Sharma, "Importance of Soft Skills Development in 21st Century Curriculum", International Journal of Education & Allied Sciences, 2(2), pp.39~44 (2010)
- 한진영, "융합교양교육이 공학인재의 소프트스킬 향상에 미치는 효과", 교양교육연구, 12(2), pp.287~306 (2018), 한국교양교육학회
- 박소연, "대졸 신입사원의 역량에 대한 대기업 인사교육담당자와 대학생의 인식차이 분석", 기업교육과인재연구, 10(1), pp.27~45 (2008), 한국기업교육학회
- E. S. T. Tevdovaska, "Integrating Soft Skills in Higher Education and the EFL Classroom: Knowledge and Beyond Language Learning", South East European University Review, 11(2), pp.95~106 (2015)[DOI]
- S. Ko, "Teaching Online: A Practical Guide" (2004), Routledge
- J. Sener, "The Seven Futures of American Education Improving Learning and Teaching in A Screen-Captured World", CreateSpace, ~ (2012)
- T. K. Ngang, "Soft Skills Integration in Teaching Professional Training: Novice Teachers’ Perspectives", Procedia-Social and Behavioral Sciences, 186, pp.835~840 (2015)
- B. Schulz, "The Importance of Soft Skills: Education Beyond Academic Knowledge", NAWA Journal of Language and Communication, 2(1), pp.146~154 (2008)
- R. Crosbie, "Learning the Soft Skills of Leadership", Industrial and Commercial Training, 37(1), pp.45~51 (2005)[DOI]
- E. M. Aclan, "Debate as a Pedagogical Tool to Develop Soft Skills in EFL", ESL Classroom: A Qualitative Case Study, 2016, pp.24(1), 213~240
- H. Hadiyanto, "Assessing Students and Graduates Soft Skills, Hard Skills and Competitiveness", People: International Journal of Social Sciences, 3(2), pp.1885~1906 (2017)[DOI]
- K. A. Moore, "Soft Skills in an Online Classes", HortTechnology, 27(5), pp.583~585 (2017)[DOI]
- 김광현, "대학 신입생의 대학생활적응 척도 개발 및 타당화", 교양교육연구, 10(3), pp.253~293 (2016), 한국교양교육학회