교양일본어 디지털 리터러시 교육 현황 및 개선방안 -부산 S대 교양일본어 학습자 니즈 분석을 중심으로-

Abstract

This study analyzed the current state of digital literacy education in the SJP course at Busan S University and the learners' satisfaction with it, and examined the direction for improvement. The subjects of the survey were 204 students in the second semester of the 2022 academic year in the general Japanese SJP course, and 167 respondents, for a response rate of 81.9%. As a result of the analysis, first, the term 'literacy' showed a low awareness of 24.6%, indicating that the term itself was unfamiliar. Second, the most familiar types of literacy among students were digital literacy (46%) and media literacy (26%), indicating that digital literacy, which is most relevant to digital competence in a digital society, has gain broad currency. digital literacy in all areas of the classroom to enhance digital competence was 33.8%, with the highest rate of 37.7% in 'teaching and learning methods', and there was no difference in the level of application in grammar and conversation classes, showing almost the same pattern. Fourth, the utilization of digital tools was highest in quiz games (31.1%) and explanations (26.6%). Fifth, lack of awareness (42.2%) and inadequate educational environment (23.4%) were pointed out as obstacles to digital literacy education. Sixth, a t-test was conducted to determine the mean difference in satisfaction by applying SJP digital literacy and not applying digital literacy in grammar classes, and the mean difference was 4.57 (SD=.76), and the mean difference was 4.10 (SD=1.22), which was significant at t=2.05, p<.05. Therefore, we can expect to improve students' satisfaction by applying digital literacy in the future. In order to improve the design of digital literacy courses in SJP courses in the future, we suggest reorganizing the curriculum of learner-customized projects that introduce digital storytelling in the STCPR method and expanding the use of various digital platforms and tools from partial to full professors to utilize various edtech. Finally, we hope that the findings of this study will be utilized as a response strategy for digital-based classes in the future, and we look forward to the continuation of practical case studies for enhancing Japanese digital literacy in liberal arts education.