영어강의에 대한 대학생들의 태도변화 연구
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참고문헌
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초록
This study examines Korean university students' attitudes towards English medium instructions(EMI), how their attitudes change after participating in EMI, and whether their attitudes are related to English skills. In attempting to investigate the issues concerned, data collection has been carried out with a questionnaire with 84 EMI takers both at the beginning and the end of the semester. The overall results on surveys were as follows; the participants' English skills were improved and the degree of exposure to English was also increased for one semester. Further, although their attitudes towards EMI did not show big changes for one semester, the anxiety and fear of EMI have been reduced and the perception that they acquired English skills and academic knowledge through EMI has been strengthened. Also, the level of English skills did not significantly affect their attitudes towards EMI at the beginning, but favoritism to EMI and anxiety and fear of EMI have been affected by the level of English skills at the end of semester; the more higher English skills, the more favorable attitudes to EMI and the less anxiety and fear of EMI in general. Additionally, it was notable that the lowest group of English skills showed more higher anxiety and fear of EMI at the final survey than the first survey's. Therefore, this study suggests that original attitudes can change after taking EMI and English skills can affect the attitudes towards EMI after one semester, but EMI is effective to only those who are in high English skills.
Abstract
This study examines Korean university students' attitudes towards English medium instructions(EMI), how their attitudes change after participating in EMI, and whether their attitudes are related to English skills. In attempting to investigate the issues concerned, data collection has been carried out with a questionnaire with 84 EMI takers both at the beginning and the end of the semester. The overall results on surveys were as follows; the participants' English skills were improved and the degree of exposure to English was also increased for one semester. Further, although their attitudes towards EMI did not show big changes for one semester, the anxiety and fear of EMI have been reduced and the perception that they acquired English skills and academic knowledge through EMI has been strengthened. Also, the level of English skills did not significantly affect their attitudes towards EMI at the beginning, but favoritism to EMI and anxiety and fear of EMI have been affected by the level of English skills at the end of semester; the more higher English skills, the more favorable attitudes to EMI and the less anxiety and fear of EMI in general. Additionally, it was notable that the lowest group of English skills showed more higher anxiety and fear of EMI at the final survey than the first survey's. Therefore, this study suggests that original attitudes can change after taking EMI and English skills can affect the attitudes towards EMI after one semester, but EMI is effective to only those who are in high English skills.
참고문헌 (28)
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