한국 EFL 대학 영어 발표 수업에 관한 연구
English Presentation Class for Korean EFL students : Narrative stories of EFL students' experiences
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초록
The purpose of the study is to describe the experiences Korean EFL university students have in a native English teacher’s PPT class, which in light of task, peer-evaluation, self-evaluation and teacher-evaluation. Through in-depth description of students’ opinions, the researcher intends to propose ways to design a class which boosts student satisfaction. In this study, three students were observed over five weeks and two individual interviews were conducted with them respectively. Five suggestions for a successful English presentation class are made based on the analysis of the data collected: (1) Choose a topic that is either relevant to their major and interest or student background knowledge. ; (2) Teach some topic related English expressions by providing examples and demonstration. ; (3) When students are engaged in evaluating process, a teacher should fully explain the students the logics behind the grading scales. ; (4) Give students chances to practice their evaluating skills so as to secure consistency between student evaluation and teacher evaluation.; (5) Give feedback on student errors.
Abstract
The purpose of the study is to describe the experiences Korean EFL university students have in a native English teacher’s PPT class, which in light of task, peer-evaluation, self-evaluation and teacher-evaluation. Through in-depth description of students’ opinions, the researcher intends to propose ways to design a class which boosts student satisfaction. In this study, three students were observed over five weeks and two individual interviews were conducted with them respectively. Five suggestions for a successful English presentation class are made based on the analysis of the data collected: (1) Choose a topic that is either relevant to their major and interest or student background knowledge. ; (2) Teach some topic related English expressions by providing examples and demonstration. ; (3) When students are engaged in evaluating process, a teacher should fully explain the students the logics behind the grading scales. ; (4) Give students chances to practice their evaluating skills so as to secure consistency between student evaluation and teacher evaluation.; (5) Give feedback on student errors.
참고문헌 (14)
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