영어매개강의가 대학생 영어듣기능력에 미치는 영향
The effect of English-medium instruction on university students’ listening ability
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Although the implementation of EMI (English-medium instruction) in the context of Korean universities has sparked fierce debates in media and academic discourse, empirical research has been scarce that investigates the effect of EMI in terms of students’ English learning. In an effort to fill this gap, the present study, focusing on English listening ability, conducted an analysis of data from university students in six EMI courses. The participants took a listening pre-test and post-test at the beginning and at the end of the semester respectively. They were also asked to fill out a questionnaire after the pre- and post-tests. Some of the important findings include the following: 1) The students’ listening ability has significantly improved during the semester. 2) There was no significant difference in the degree of improvement between students in the EMI classes taught by Korean professors and classes taught by international professors. 3) Among the three groups (High, Mid, and Low) classified by English listening proficiency level, only the low group showed significant improvement over the semester. 4) There was no significant correlation found between the students’ listening ability and their academic achievement. Based on the results, suggestions for future research are provided.
Abstract
Although the implementation of EMI (English-medium instruction) in the context of Korean universities has sparked fierce debates in media and academic discourse, empirical research has been scarce that investigates the effect of EMI in terms of students’ English learning. In an effort to fill this gap, the present study, focusing on English listening ability, conducted an analysis of data from university students in six EMI courses. The participants took a listening pre-test and post-test at the beginning and at the end of the semester respectively. They were also asked to fill out a questionnaire after the pre- and post-tests. Some of the important findings include the following: 1) The students’ listening ability has significantly improved during the semester. 2) There was no significant difference in the degree of improvement between students in the EMI classes taught by Korean professors and classes taught by international professors. 3) Among the three groups (High, Mid, and Low) classified by English listening proficiency level, only the low group showed significant improvement over the semester. 4) There was no significant correlation found between the students’ listening ability and their academic achievement. Based on the results, suggestions for future research are provided.
참고문헌 (24)
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