The Effects of Revised Dictogloss in Synchronous Online Learning and the Perspective of Korean University Students
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초록
The current study aims at investigating how dictogloss in synchronous learning platform affects Korean EFL learners’ perspectives and their language learning. In particular, dictogloss for this study is implemented with a variation of dictogloss opinion and with blended types of input (i.e. listening and reading texts) that was carried out in breakout rooms of Zoom. Seventy-three university students participate in this study in 18 groups of different English proficiency. The data are collected from the dictogloss output of participants and their responses to the questionnaire are analyzed with a mixed method (a combination of quantitative and qualitative methods). The findings of this study are presented as follows. First, the output of dictogloss shows the highest score in intermediate-high blended level groups (20 points) while the lowest score is reported in a low-high blended level group in class A (12 points) implicating integrative performance of dictogloss would not be solely affected by English proficiency. Second, the results from the questionnaire demonstrate participants’ perspectives of taking a variation of dictogloss works positively to develop multi-language skills. In-depth descriptions from their replies exhibit the importance of other factors of learning such as affective factors, preference of teaching method, and student's learning style for effective dictogloss in the online learning platform.
Abstract
The current study aims at investigating how dictogloss in synchronous learning platform affects Korean EFL learners’ perspectives and their language learning. In particular, dictogloss for this study is implemented with a variation of dictogloss opinion and with blended types of input (i.e. listening and reading texts) that was carried out in breakout rooms of Zoom. Seventy-three university students participate in this study in 18 groups of different English proficiency. The data are collected from the dictogloss output of participants and their responses to the questionnaire are analyzed with a mixed method (a combination of quantitative and qualitative methods). The findings of this study are presented as follows. First, the output of dictogloss shows the highest score in intermediate-high blended level groups (20 points) while the lowest score is reported in a low-high blended level group in class A (12 points) implicating integrative performance of dictogloss would not be solely affected by English proficiency. Second, the results from the questionnaire demonstrate participants’ perspectives of taking a variation of dictogloss works positively to develop multi-language skills. In-depth descriptions from their replies exhibit the importance of other factors of learning such as affective factors, preference of teaching method, and student's learning style for effective dictogloss in the online learning platform.
참고문헌 (17)
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