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온-오프라인 결합 교양영어 수강 대학생들의 학습동기 유형과 변화

Motivational types and transitions in students taking on-offline blended college English program

김혜영|김은주|김태영
현대영어교육학회 (The Modern English Education Society)|2011.02|현대영어교육 (Modern English Education)|제12권 제1호|pp. 126-156

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참고문헌

키워드

task-based language teachingEnglish learning motivationlearning stylemotivational change영어 학습동기학습 스타일동기 변화동기유형블렌디드 이러닝과제중심 언어 교수motivational typeblended e-learning

초록

This case study explores motivational changes of the students who took an online/offline blended college English course for one semester. 126 first-year undergraduate students participated in this course and completed two different sets of questionnaire on their motivational subcomponents, demotivational characteristics, and perceived self-confidence toward English speaking. Each lesson was designed based on the principle of task-based language teaching. In order to maximize the effect of speaking-focused offline tasks, before attending the offline classes, all participants were required to complete online self-study materials mostly on English listening,reading, vocabulary, and grammar. Data analyses indicated that students' motivation did not decrease and maintained after the completion of the semester-long college English course. Moreover, students' self-confidence toward English speaking increased in a statistically significant manner. This study implies that blended college English course is a promising alternative for maintaining students' English learning motivation by providing tailor-made scaffolding for each student while completing speakingenhanced online tasks.

Abstract

This case study explores motivational changes of the students who took an online/offline blended college English course for one semester. 126 first-year undergraduate students participated in this course and completed two different sets of questionnaire on their motivational subcomponents, demotivational characteristics, and perceived self-confidence toward English speaking. Each lesson was designed based on the principle of task-based language teaching. In order to maximize the effect of speaking-focused offline tasks, before attending the offline classes, all participants were required to complete online self-study materials mostly on English listening,reading, vocabulary, and grammar. Data analyses indicated that students' motivation did not decrease and maintained after the completion of the semester-long college English course. Moreover, students' self-confidence toward English speaking increased in a statistically significant manner. This study implies that blended college English course is a promising alternative for maintaining students' English learning motivation by providing tailor-made scaffolding for each student while completing speakingenhanced online tasks.

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관련 논문AI추천

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