질문 구상 활동이 EFL 학습자들의 영어 듣기 능력에 미치는 영향
The effects of thinking question tasks on EFL learners’ listening comprehension.
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The purpose of this study was to investigate the effects of thinking question tasks on EFL college students’ listening comprehension. Forty-one college students took part in this study and were divided into a control group and an experimental group. While students from the control group received a general listening lesson, students from the experimental group participated in the task of thinking questions based on listening scripts over 12 weeks. Thinking question tasks involved making three questions based on the listening scripts and answering their own questions. A questionnaire and two sets of listening tests were administered to each group for the analysis of their improvement on listening comprehension proficiency. According to the results of the study, the experimental group students showed significant improvement in comparison to that of the control group students on the posttest of listening comprehension proficiency. It was assumed that they would improve their comprehension in the process of thinking questions based on the listening scripts. They also perceived the positive role of thinking question tasks in the enhancement of their communicative competence. Several applications are presented and discussed based on the findings of this study.
Abstract
The purpose of this study was to investigate the effects of thinking question tasks on EFL college students’ listening comprehension. Forty-one college students took part in this study and were divided into a control group and an experimental group. While students from the control group received a general listening lesson, students from the experimental group participated in the task of thinking questions based on listening scripts over 12 weeks. Thinking question tasks involved making three questions based on the listening scripts and answering their own questions. A questionnaire and two sets of listening tests were administered to each group for the analysis of their improvement on listening comprehension proficiency. According to the results of the study, the experimental group students showed significant improvement in comparison to that of the control group students on the posttest of listening comprehension proficiency. It was assumed that they would improve their comprehension in the process of thinking questions based on the listening scripts. They also perceived the positive role of thinking question tasks in the enhancement of their communicative competence. Several applications are presented and discussed based on the findings of this study.
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