학습일지를 활용한 대학생의 영문법학습
Korean EFL university students’ English grammar learning through a learning journal.
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참고문헌
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초록
This study was designed to explore the effects of a learning journal as a teaching tool in an EFL context. Learning journals are used in various educational fields to support students' learning and reflection. Such approaches, however, have been rarely attempted in teaching English in an EFL context. This study, therefore, employed a learning journal, with two classes of university students learning English grammar in Korea, as a tool to enhance the effect of explicit grammar teaching and promote students' grammar learning through meaningful production practices. The students in the experimental group wrote the learning journal targeting 15 grammar structures over a ten-week period. The pre and posttest were conducted to assess whether the learning journal could help their grammar learning, compared with the students in the control group. In addition, a questionnaire survey and a semi-structured interview were administered to examine how they felt about their journal writing. The results showed that the learning journal seemed to promote students' understanding and learning grammar significantly. The results of the survey and the interview also seemed to corroborate them. Thus, it is suggested that a learning journal would be an effective tool for learning and teaching in an EFL context.
Abstract
This study was designed to explore the effects of a learning journal as a teaching tool in an EFL context. Learning journals are used in various educational fields to support students' learning and reflection. Such approaches, however, have been rarely attempted in teaching English in an EFL context. This study, therefore, employed a learning journal, with two classes of university students learning English grammar in Korea, as a tool to enhance the effect of explicit grammar teaching and promote students' grammar learning through meaningful production practices. The students in the experimental group wrote the learning journal targeting 15 grammar structures over a ten-week period. The pre and posttest were conducted to assess whether the learning journal could help their grammar learning, compared with the students in the control group. In addition, a questionnaire survey and a semi-structured interview were administered to examine how they felt about their journal writing. The results showed that the learning journal seemed to promote students' understanding and learning grammar significantly. The results of the survey and the interview also seemed to corroborate them. Thus, it is suggested that a learning journal would be an effective tool for learning and teaching in an EFL context.
참고문헌 (25)
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