영어 듣기 말하기 능력 향상을 위한 자기 주도적 학습 활동 연구
A study on self-access learning activities for English listening and speaking skills development.
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In the recent years, self-access language learning has been considered as a critical element for successful English language learning. In particular, one of the solutions to resolve problems with English education in an EFL context where English exposure absolutely lacks would be to raise students’ self-access language learning abilities, making abundant learning opportunities available to them. This study was aimed at presenting guidelines on what kinds of English learning materials and leveled activities can be used for self-access learning for English listening and speaking skills development. In addition, this study examined students’ reflections on the self-access language learning experience through the analysis of questionnaires. Fifteen middle school students and one teacher in C school in Seoul voluntarily participated in the self-access listening-speaking learning program for four weeks. A range of study materials including English books (both fiction and nonfiction), DVDs, speech recognition software, the Internet sites were introduced; six types of listening and speaking activities and worksheets were suggested according to three different English levels. When it comes to students’ reflections, they were satisfied with the development of listening and speaking skills over a short span of participation.
Abstract
In the recent years, self-access language learning has been considered as a critical element for successful English language learning. In particular, one of the solutions to resolve problems with English education in an EFL context where English exposure absolutely lacks would be to raise students’ self-access language learning abilities, making abundant learning opportunities available to them. This study was aimed at presenting guidelines on what kinds of English learning materials and leveled activities can be used for self-access learning for English listening and speaking skills development. In addition, this study examined students’ reflections on the self-access language learning experience through the analysis of questionnaires. Fifteen middle school students and one teacher in C school in Seoul voluntarily participated in the self-access listening-speaking learning program for four weeks. A range of study materials including English books (both fiction and nonfiction), DVDs, speech recognition software, the Internet sites were introduced; six types of listening and speaking activities and worksheets were suggested according to three different English levels. When it comes to students’ reflections, they were satisfied with the development of listening and speaking skills over a short span of participation.
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