대학영어 단계별 교육과정의 운영효과
Implementation and Effects of Differentiated English Education in College
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This study aims to investigate the overall implementation and its effects of the level-differentiated college English classes by evaluating the adequacy of the placement test and analyzing learners’academic achievement. 207 college freshman students took the placement test that was internally developed and were divided into six different levels of groups by the test results. The classification was verified to be appropriate by the Bonferroni Multiple Comparisons. This is good especially for learner-centered education since students can start learning that fits their own level. For the second goal of the research, the two mock TOEIC test scores were analyzed to find out whether or not English proficiency of the students was improved. The study indicated that there was a significant improvement in students' total TOEIC test scores. In particular, through the comparison with students taking general English classes, it is confirmed that the learners' academic achievement was remarkably improved. Accordingly, level-differentiated college English classes are believed to have had a significant impact on the learners’ English proficiency because the differentiated organization makes tailored learning contents and goals possible for each student.
Abstract
This study aims to investigate the overall implementation and its effects of the level-differentiated college English classes by evaluating the adequacy of the placement test and analyzing learners’academic achievement. 207 college freshman students took the placement test that was internally developed and were divided into six different levels of groups by the test results. The classification was verified to be appropriate by the Bonferroni Multiple Comparisons. This is good especially for learner-centered education since students can start learning that fits their own level. For the second goal of the research, the two mock TOEIC test scores were analyzed to find out whether or not English proficiency of the students was improved. The study indicated that there was a significant improvement in students' total TOEIC test scores. In particular, through the comparison with students taking general English classes, it is confirmed that the learners' academic achievement was remarkably improved. Accordingly, level-differentiated college English classes are believed to have had a significant impact on the learners’ English proficiency because the differentiated organization makes tailored learning contents and goals possible for each student.
참고문헌 (28)
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