대만 학생들과의 원격화상수업이 한국 초등학생들의 다문화역량 및 영어 말하기 능력 신장에 미치는 영향
The effects of Korean-Taiwanese students’ telecollaboration on Korean students’ intercultural competence and English speaking ability.
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This study investigates the effects of intercultural telecollaborative videoconferencing on Korean English learners’intercultural competence and speaking ability. Fifty six 6th graders participated in the study. Being divided into two groups, they were given 24 hours of lessons designed based on the same cultural topics, contents, and language foci. Yet the lessons for the experimental group consisted of 12 hours’ telecollaborative instructions including four times’direct videoconferencing with Taiwanese students. The study results show that after the eight weeks’ lessons, the experimental group was significantly higher on the intercultural communicative competence than the control gorup. Both groups of students showed a significant improvement in their English speaking abilities but there was no between-group difference. The students’ actual English use during videconferencing classes varied in terms of the accuracy, fluency, and complexity, indicating that multiple factors, such as topic familiarity,communicative strategies use, and anxiety, could influence students’ actual English use in class. Overall, the study results suggest the positive effects of telecollaboration on the development of primary English learners’ intercultural competence and speaking ability. Discussions and pedagogical implications are provided.
Abstract
This study investigates the effects of intercultural telecollaborative videoconferencing on Korean English learners’intercultural competence and speaking ability. Fifty six 6th graders participated in the study. Being divided into two groups, they were given 24 hours of lessons designed based on the same cultural topics, contents, and language foci. Yet the lessons for the experimental group consisted of 12 hours’ telecollaborative instructions including four times’direct videoconferencing with Taiwanese students. The study results show that after the eight weeks’ lessons, the experimental group was significantly higher on the intercultural communicative competence than the control gorup. Both groups of students showed a significant improvement in their English speaking abilities but there was no between-group difference. The students’ actual English use during videconferencing classes varied in terms of the accuracy, fluency, and complexity, indicating that multiple factors, such as topic familiarity,communicative strategies use, and anxiety, could influence students’ actual English use in class. Overall, the study results suggest the positive effects of telecollaboration on the development of primary English learners’ intercultural competence and speaking ability. Discussions and pedagogical implications are provided.
참고문헌 (27)
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