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A Discourse- and Production-Based Approach to Teaching Sentence-Level EFL Grammar: A Cyber Course Using Movies

이연숙
영상영어교육학회 (The Society For Teaching English Through Media)|2020.05|영상영어교육 (Journal of English Teaching through Movies and Media)|제21권 제2호|pp. 65-93|DOI 10.16875/stem.2020.21.2.65

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키워드

production activitiescyber universitydiscourse-based approachproduction-based instructionEFL grammar
주제분류영어와문학

초록

The purpose of the current study is to examine the perceived effectiveness of a discourse-based approach to teaching sentence-level EFL grammar. The instruction utilizes movies as a source of discoursal contexts. The study further explores its efficacy when teaching cyber university students in Korea. The research conducted a survey to which 80 students responded. It also used in-class exam scores. A mixed method was applied to analyze the data statistically and qualitatively organize their written answers to the open-ended questions. One major finding is that students aged 30 or older responded more positively to the class while the overall satisfaction was quite high. The perceived effectiveness of the production activities for speaking was also higher in the older group than the younger counterpart. Despite these discrepancies, however, both groups revealed a similar sentiment about the effectiveness of the activities, preferring filling in blanks and sentence writing over correcting errors and creating a story based on their experiences or opinions. The correlation analyses between the students’ in-class exam scores and the perceived effects of activities also showed an interesting association between them. Based on the results, pedagogical implications and suggestions for future research are discussed.

Abstract

The purpose of the current study is to examine the perceived effectiveness of a discourse-based approach to teaching sentence-level EFL grammar. The instruction utilizes movies as a source of discoursal contexts. The study further explores its efficacy when teaching cyber university students in Korea. The research conducted a survey to which 80 students responded. It also used in-class exam scores. A mixed method was applied to analyze the data statistically and qualitatively organize their written answers to the open-ended questions. One major finding is that students aged 30 or older responded more positively to the class while the overall satisfaction was quite high. The perceived effectiveness of the production activities for speaking was also higher in the older group than the younger counterpart. Despite these discrepancies, however, both groups revealed a similar sentiment about the effectiveness of the activities, preferring filling in blanks and sentence writing over correcting errors and creating a story based on their experiences or opinions. The correlation analyses between the students’ in-class exam scores and the perceived effects of activities also showed an interesting association between them. Based on the results, pedagogical implications and suggestions for future research are discussed.

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