COVID-19 영향으로 인한 한국 이공계 대학생의 영어 온라인수업에 대한 인식 연구
A Study on the Perceptions of Korean University Students Majoring in Science and Engineering of an Online English Class during COVID-19
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The Linguistic Association of Korea Journal, 29(1), 49-69. This study investigated how Korean college students majoring in science and engineering perceived their general English course held online for one semester during the COVID-19 pandemic. A survey in which 166 students participated was conducted at the end of the first semester of 2020. The results were as follows. First, most of the participants preferred pre-recorded online lectures delivered by their professors. The most common reason given was the flexibility of being able to watch them repeatedly without any concerns about time and place. Second, the preferred evaluation method was to submit only assignments without testing, since students believed this could prevent cheating. Third, the drawbacks of online classes were identified as difficulties in acquiring learning strategies from professors, problems with fair evaluation, overloading assignments, and difficulties in self-motivation due to the absence of peers. Fourth, while the majority of the students had negative opinions about online classes, there were a few positive answers. Thus, this study indicates that the participants had different preferences for and abilities to adapt to online classes. Therefore, students should reflect on their needs for online classes in the future. Discussing customized online classes tailored to each individual who takes part may be one requirement.
Abstract
The Linguistic Association of Korea Journal, 29(1), 49-69. This study investigated how Korean college students majoring in science and engineering perceived their general English course held online for one semester during the COVID-19 pandemic. A survey in which 166 students participated was conducted at the end of the first semester of 2020. The results were as follows. First, most of the participants preferred pre-recorded online lectures delivered by their professors. The most common reason given was the flexibility of being able to watch them repeatedly without any concerns about time and place. Second, the preferred evaluation method was to submit only assignments without testing, since students believed this could prevent cheating. Third, the drawbacks of online classes were identified as difficulties in acquiring learning strategies from professors, problems with fair evaluation, overloading assignments, and difficulties in self-motivation due to the absence of peers. Fourth, while the majority of the students had negative opinions about online classes, there were a few positive answers. Thus, this study indicates that the participants had different preferences for and abilities to adapt to online classes. Therefore, students should reflect on their needs for online classes in the future. Discussing customized online classes tailored to each individual who takes part may be one requirement.
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