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영어 듣기 학습 자료로서 QR 코드 활용 사례 연구

A Study on Using QR Codes as Instructional Materials in EFL Listening Classs

강시경
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2014.12|외국학연구 (The Journal of Foreign Studies)|제30호|pp. 11-37|DOI 10.15755/jfs.2014..30.11

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참고문헌

키워드

QR 코드영어 듣기English ListeningU-learningEnglish TV commercials실제적 자료영어 TV 광고유비쿼터스 러닝QR-CodeAuthentic Materials
주제분류기타인문학

초록

The purpose of this study was to examine the effects of English TV commercials using QR-Codes on university students' listening ability. This research was conducted over a 15-week period with 50 university students. The classes studied English through English TV commercials on QR-Code. Fifty students in the class were surveyed to investigate their previous learning experience and backgrounds. They were asked to take a pre-listening test to evaluate their listening proficiency. Their progress was assessed on the basis of a post-listening test. Finally, the students were administered to fill out a post-questionnaire in order to measure their perceptions and attitudes toward their learning experience. The findings of this study indicated that there was a statistically-significant difference between pre-listening tests and post-listening tests with respect to their post-test scores. The results of this study are discussed and pedagogical implications are suggested.

Abstract

The purpose of this study was to examine the effects of English TV commercials using QR-Codes on university students' listening ability. This research was conducted over a 15-week period with 50 university students. The classes studied English through English TV commercials on QR-Code. Fifty students in the class were surveyed to investigate their previous learning experience and backgrounds. They were asked to take a pre-listening test to evaluate their listening proficiency. Their progress was assessed on the basis of a post-listening test. Finally, the students were administered to fill out a post-questionnaire in order to measure their perceptions and attitudes toward their learning experience. The findings of this study indicated that there was a statistically-significant difference between pre-listening tests and post-listening tests with respect to their post-test scores. The results of this study are discussed and pedagogical implications are suggested.

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