CALL 기반 영어수업이 전문계 고등학생의 영어학습 동기 및 학업성취도에 미치는 효과
The effect of CALL on vocational high school students' learning motivation and English proficiency
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The purpose of this paper was to investigate how Computer-Assisted Language Learning (CALL) would affect students' learning motivation and English proficiency in the first graders of a vocational high school. The hypothesis was that there would be a difference in students' learning motivation as well as English proficiency between an experimental group and a control group depending upon the teaching approaches (CALL vs. traditional). Another hypothesis was that there would be a correlation between motivation and English proficiency. Various computer-based materials such as songs, puzzles, movies, etc. have been used for 14 weeks. In order to accomplish the goals of the study, questionnaires on learning motivation and English achievement tests were done during the experiment. T-test and Correlation were used to interpret the data. The results of this study are as follows: First, CALL was more effective on improving students' attitudes and motivation than traditional setting. Second, students in CALL setting significantly outperformed those in traditional setting in the English proficiency test. Third, there was a significant relationship between learning motivation and English proficiency. Based upon the findings, pedagogical implications were provided for the teachers to help vocational
Abstract
The purpose of this paper was to investigate how Computer-Assisted Language Learning (CALL) would affect students' learning motivation and English proficiency in the first graders of a vocational high school. The hypothesis was that there would be a difference in students' learning motivation as well as English proficiency between an experimental group and a control group depending upon the teaching approaches (CALL vs. traditional). Another hypothesis was that there would be a correlation between motivation and English proficiency. Various computer-based materials such as songs, puzzles, movies, etc. have been used for 14 weeks. In order to accomplish the goals of the study, questionnaires on learning motivation and English achievement tests were done during the experiment. T-test and Correlation were used to interpret the data. The results of this study are as follows: First, CALL was more effective on improving students' attitudes and motivation than traditional setting. Second, students in CALL setting significantly outperformed those in traditional setting in the English proficiency test. Third, there was a significant relationship between learning motivation and English proficiency. Based upon the findings, pedagogical implications were provided for the teachers to help vocational
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