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Korean EFL University Students’ Experiences in an Extracurricular Tutoring Program

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현대영어교육학회 (The Modern English Education Society)|2019.05|현대영어교육 (Modern English Education)|제20권 제2호|pp. 33-44|DOI http://dx.doi.org/10.18095/meeso.2019.20.2.33

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초록

This study explores Korean EFL university students’ lived experiences in an extracurricular tutoring program. Using a phenomenological research framework, 59 students’ weekly and final reflective journals and in-depth interviews with seven students were analyzed to determine the essence of their experiences. By coding the data into categories and sub-categories, three major themes and 12 sub-themes were derived to describe participants’ motives for program participation, collaborative learning strategies, and outcomes. In groups, students participated in the extracurricular tutoring program to achieve a shared goal with the support of one another. Their collaborative learning was mediated by using a variety of strategies: making ground rules, establishing and revising learning plans, sharing materials and information, using mobile technology, developing ideas through discussion, giving and receiving feedback, and teaching group members. These strategies were conducive to students’ learning, resulting in their increased English proficiency, acquisition of English learning methods, and confidence in learning English. Central to this study is the idea that collaborative learning is an important process and mechanism for successful English learning and competency development. The findings from this research provide pedagogical insights and implications for learner-centered approaches to English education.

Abstract

This study explores Korean EFL university students’ lived experiences in an extracurricular tutoring program. Using a phenomenological research framework, 59 students’ weekly and final reflective journals and in-depth interviews with seven students were analyzed to determine the essence of their experiences. By coding the data into categories and sub-categories, three major themes and 12 sub-themes were derived to describe participants’ motives for program participation, collaborative learning strategies, and outcomes. In groups, students participated in the extracurricular tutoring program to achieve a shared goal with the support of one another. Their collaborative learning was mediated by using a variety of strategies: making ground rules, establishing and revising learning plans, sharing materials and information, using mobile technology, developing ideas through discussion, giving and receiving feedback, and teaching group members. These strategies were conducive to students’ learning, resulting in their increased English proficiency, acquisition of English learning methods, and confidence in learning English. Central to this study is the idea that collaborative learning is an important process and mechanism for successful English learning and competency development. The findings from this research provide pedagogical insights and implications for learner-centered approaches to English education.

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