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EFL College Students’ Perceptions toward Content-Based Learning

방영주
현대영어교육학회 (The Modern English Education Society)|2013.02|현대영어교육 (Modern English Education)|제14권 제1호|pp. 23-47

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참고문헌

키워드

내용중심교수법영어전용강의content-based instruction(CBI)English-mediated instruction(EMI)

초록

The purpose of this study is to investigate EFL college students’ perceptions of learning subject areas through English in an attempt to measure the perceptions of their experiences of CBI. The participants in this study were 130 college students who enrolled in the subject areas via English mediated instruction in a university in Korea. Data were collected through a questionnaire and a semi-structured interview. The findings showed that students felt higher interest and strong motivation for acquiring content knowledge and English in CBI and paid more attention to the lesson. Furthermore, they showed a very positive response about the necessity of CBI. With regard to the beneficial effects of CBI for students, this study showed that students highly evaluated CBI in light of the contribution to lower levels of anxiety and the enhancement of motivation of learning English, convincing the value of CBI in the content and language learning process and the desire of taking more CBI courses in the future. However, the students, especially at low-level, expressed a great deal of anxiety due to the difficulty in understanding and also due to worrying about their own proficiency levels in comparison to others having higher English proficiency. Based on the findings, the present study offers some implications for effective CBI courses and also future studies.

Abstract

The purpose of this study is to investigate EFL college students’ perceptions of learning subject areas through English in an attempt to measure the perceptions of their experiences of CBI. The participants in this study were 130 college students who enrolled in the subject areas via English mediated instruction in a university in Korea. Data were collected through a questionnaire and a semi-structured interview. The findings showed that students felt higher interest and strong motivation for acquiring content knowledge and English in CBI and paid more attention to the lesson. Furthermore, they showed a very positive response about the necessity of CBI. With regard to the beneficial effects of CBI for students, this study showed that students highly evaluated CBI in light of the contribution to lower levels of anxiety and the enhancement of motivation of learning English, convincing the value of CBI in the content and language learning process and the desire of taking more CBI courses in the future. However, the students, especially at low-level, expressed a great deal of anxiety due to the difficulty in understanding and also due to worrying about their own proficiency levels in comparison to others having higher English proficiency. Based on the findings, the present study offers some implications for effective CBI courses and also future studies.

참고문헌 (36)

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관련 논문AI추천

How EFL College Learners Perceive CBI Experience강애진한국영어교육학회 · 영어교육2018 · 제73권 제4호An exploratory study of university EFL students’ participation in CBI강동호팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제1호내용중심 교수의 효과에 대한 학습자 인식과 태도김성연언어정보연구소 · 언어와 정보 사회2011 · 제14권 Changes in Anxiety and Motivation in a Content-Based Intensive English Program한호, 이혜경대한영어영문학회 · 영어영문학연구2008 · 제50권 제4호내용중심 통합 수업에 대한 이해와 인식의 관계에 대한 연구유호, 김지은대한영어영문학회 · 영어영문학연구2013 · 제55권 제3호Process-oriented L2 Motivation in Content-based Instruction (CBI)강동호팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제1호

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