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기능통합적 영문독해 수업이 대학생의 영어학습 불안감과 영어학습에 대한 인식에 미치는 영향

Effects of Skills-Integrated English Reading Class on University Students’ English Learning Anxiety and Their Perceptions toward English Learning

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외국학연구소 (FOREIGN STUDIES INSTITUTE)|2019.09|외국학연구 (The Journal of Foreign Studies)|제49호|pp. 11-48|DOI 10.15755/jfs.2019..49.11

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참고문헌

키워드

Language Learning Anxiety대학영어TED기능통합언어학습 불안감영어 읽기 수업Skills IntegrationUniversity EnglishEnglish Reading Class
주제분류기타인문학

초록

This study investigates the effects of skills-integrated English reading class on university students’ English learning anxiety and their perceptions toward English learning and the integrated activities. Thirty-six university students, mostly freshmen, enrolled in English reading class participated in the study for 15 weeks. Throughout the semester the students were engaged in multiple steps of listening, speaking, reading and writing activities organized around the theme of each reading chapter. The activities utilized various participant structures and both on-line and off-line environments. Pre-tests and post-tests were administered on the measures of listening anxiety, speaking anxiety, reading anxiety, writing anxiety, and foreign language classroom anxiety. Students also completed pre-surveys and post-surveys on perceptions toward English learning, and answered the post questions on what they thought of the skills-integrated activities in detail. Analyses of the data found that the anxiety level decreased with statistical significance in all categories. Students’ perceptions toward English learning positively increased with particular significance in the self-confidence category. Students’s preferences for the skills-integrated activities and the reasons were analyzed. The study has some pedagogical implications for skills-integrated pedagogy in language education.

Abstract

This study investigates the effects of skills-integrated English reading class on university students’ English learning anxiety and their perceptions toward English learning and the integrated activities. Thirty-six university students, mostly freshmen, enrolled in English reading class participated in the study for 15 weeks. Throughout the semester the students were engaged in multiple steps of listening, speaking, reading and writing activities organized around the theme of each reading chapter. The activities utilized various participant structures and both on-line and off-line environments. Pre-tests and post-tests were administered on the measures of listening anxiety, speaking anxiety, reading anxiety, writing anxiety, and foreign language classroom anxiety. Students also completed pre-surveys and post-surveys on perceptions toward English learning, and answered the post questions on what they thought of the skills-integrated activities in detail. Analyses of the data found that the anxiety level decreased with statistical significance in all categories. Students’ perceptions toward English learning positively increased with particular significance in the self-confidence category. Students’s preferences for the skills-integrated activities and the reasons were analyzed. The study has some pedagogical implications for skills-integrated pedagogy in language education.

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