컴퓨터 프로그램을 활용한 대학생 멘토링이 중등학생 영어학습에 미치는 영향 연구
Effects of College Students’ Mentoring Using a Computer-Based Program on Secondary Students’ English Learning
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The purpose of this study was to examine how effective college students’ mentoring is for secondary students’ self-perceptions of English learning using a computer-based English practice program. Twenty-three mentors (both undergraduate and graduate) and sixty-four secondary student mentees participated in an English mentoring program. For eight weeks, the mentees met with the mentors on Saturday to practice English and received online mentoring via telephone or the Internet on weekdays. During the mentoring period, the mentees were asked to practice English reading independently using an English software program. Their personal practice results based on the computer program were analyzed quantitatively. Surveys were administered to measure the satisfaction level of mentees regarding the mentoring program, their own English abilities, and their self-directedness before and after the mentoring period. Finally, interviews, both oral and written, were conducted regarding their perceptions. The results showed that their levels of achievement, participation, and satisfaction were high. In particular, a significant level of improvement was found in their self-perceptions of their English ability. Some suggestions are discussed in terms of designing and implementing effective English mentoring programs targeting secondary students.
Abstract
The purpose of this study was to examine how effective college students’ mentoring is for secondary students’ self-perceptions of English learning using a computer-based English practice program. Twenty-three mentors (both undergraduate and graduate) and sixty-four secondary student mentees participated in an English mentoring program. For eight weeks, the mentees met with the mentors on Saturday to practice English and received online mentoring via telephone or the Internet on weekdays. During the mentoring period, the mentees were asked to practice English reading independently using an English software program. Their personal practice results based on the computer program were analyzed quantitatively. Surveys were administered to measure the satisfaction level of mentees regarding the mentoring program, their own English abilities, and their self-directedness before and after the mentoring period. Finally, interviews, both oral and written, were conducted regarding their perceptions. The results showed that their levels of achievement, participation, and satisfaction were high. In particular, a significant level of improvement was found in their self-perceptions of their English ability. Some suggestions are discussed in terms of designing and implementing effective English mentoring programs targeting secondary students.
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