한국 대학생들이 과거 영어학습 상황에서 경험한 지루함에 관한 연구
A Study on Korean College Students’ Past Experiences with English Class Boredom
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This study aims to investigate the phenomenon of a series of boredom in English class by qualitative research to understand first-year students’ experience of boredom in high school. For this study, 24 college students majoring in nursing participated in semi-structured interview via zoom for a rapid response to COVID-19. The results of this study were as follows. First, participants described precursors of boredom as learners’ attitudes, teaching method, and English classes which were too difficult for them. Second, their behaviors were divided into two phases; Some tried to prevent boredom and keep it away and others were frustrated and were not engaged in class activities due to boredom. Third, they used boredom coping strategies such as self-hypnosis, taking the bull by the horns, and self reflection. It is suggested that English teachers need to promote teacher-student interaction to overcome boredom and to get all students engaged in learning and they have to use teaching materials without getting bored. And also, English teachers should bear in mind that they encourage students to take charge of their learning process. The findings will give insights into a better understanding of learners with boredom in college English class and coping with it.
Abstract
This study aims to investigate the phenomenon of a series of boredom in English class by qualitative research to understand first-year students’ experience of boredom in high school. For this study, 24 college students majoring in nursing participated in semi-structured interview via zoom for a rapid response to COVID-19. The results of this study were as follows. First, participants described precursors of boredom as learners’ attitudes, teaching method, and English classes which were too difficult for them. Second, their behaviors were divided into two phases; Some tried to prevent boredom and keep it away and others were frustrated and were not engaged in class activities due to boredom. Third, they used boredom coping strategies such as self-hypnosis, taking the bull by the horns, and self reflection. It is suggested that English teachers need to promote teacher-student interaction to overcome boredom and to get all students engaged in learning and they have to use teaching materials without getting bored. And also, English teachers should bear in mind that they encourage students to take charge of their learning process. The findings will give insights into a better understanding of learners with boredom in college English class and coping with it.
참고문헌 (50)
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