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컴퓨터 매개 의사소통 도구를 활용한 읽기 전‧후 토론활동이 대학생의 독해학습에 미치는 영향

The effects of CMC discussions on reading comprehension: Oral discussions vs. CMC discussions

김혜경|정동빈
현대영어교육학회 (The Modern English Education Society)|2009.04|현대영어교육 (Modern English Education)|제10권 제1호|pp. 251-283

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키워드

reading comprehension독해컴퓨터 매개 의사소통CMC

초록

The purpose of this study was to examine whether the pre- and post- reading discussions that employ synchronous and asynchronous computer mediated communication (CMC) tools would positively affect the reading comprehension of college students. The treatment effects and the effects of reading proficiency on the learners' reading achievement were measured over a semester. Sixty two freshmen in two intact classes were surveyed in order to identify their previous learning experience and computer proficiencies. They were administered to take a pretest to evaluate their reading proficiencies. Their progress was assessed on the basis of midterm and final exams. Finally, a post-questionnaire was administered to measure their perceptions and attitudes toward their learning experience in two different CMC discussions. The results of the study indicated that there was a statistically significant difference between the control group and the experimental group with respect to their midterm and final exam scores. No statistically significant difference was found between the highly proficient students in the two groups. However, in the final exam, the students of low proficiency in the experimental group performed significantly better than those in the control group. Findings of the study were discussed along with previous studies and their implications.

Abstract

The purpose of this study was to examine whether the pre- and post- reading discussions that employ synchronous and asynchronous computer mediated communication (CMC) tools would positively affect the reading comprehension of college students. The treatment effects and the effects of reading proficiency on the learners' reading achievement were measured over a semester. Sixty two freshmen in two intact classes were surveyed in order to identify their previous learning experience and computer proficiencies. They were administered to take a pretest to evaluate their reading proficiencies. Their progress was assessed on the basis of midterm and final exams. Finally, a post-questionnaire was administered to measure their perceptions and attitudes toward their learning experience in two different CMC discussions. The results of the study indicated that there was a statistically significant difference between the control group and the experimental group with respect to their midterm and final exam scores. No statistically significant difference was found between the highly proficient students in the two groups. However, in the final exam, the students of low proficiency in the experimental group performed significantly better than those in the control group. Findings of the study were discussed along with previous studies and their implications.

참고문헌 (68)

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