대학 모바일 학습에서 영어 말하기 교육의 효과
M-learning as a Strategy for Motivating Student in the EFL Class
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유비쿼터스 시대에 접어들면서 모바일을 학습에 활용하는 사례가 증가하고 있다. 외국어 학습에서도 모바일 폰을 사용하여 학습자의 동기와 흥미를 자극할만한 효과적인 교수-학습 전략을 개발하는 것은 중요하다. 본 연구에서는 모바일 폰이라는 최신 매체를 활용하여 영어 학습을 향상시키는 교수-학습 방법을 제안하는 데에 목적을 두었으며 학습자의 초인지 능력 수준에 따른 학습 결과에 대해 연구하였다. 연구결과 첫째, 모바일 학습은 영어 말하기 학습과 같은 영역에서도 유의미한 효과 차이가 있었다. 둘째, 초인지 능력 수준에 상관없이 모바일 학습은 모두 효과가 있는 것으로 나타났다. 세부적으로는 초인지가 낮은 학습자에게는 초인지가 높은 학습자와는 달리 필히 구체적인 피드백을 줄 필요가 있고, 초인지가 높은 학습자를 위해서 특히 ‘흥미’를 유발시키는 교수-학습 전략을 제안할 수 있겠다. 또한 초인지가 낮은 학습자를 위해서 수업시간에 배운 영어 표현을 익히게 하는 반복 및 연습과 같은 교수-학습 방법을 제안할 수 있겠다.
Abstract
Although mobile devices have been quickly incorporated into language learning for individual studies, EFL classrooms in Korean colleges still are yet to be introduced to accessible teaching methodologies of m-learning. This study is to demonstrate the impact of mobile learning as learning strategies and identified the ways in which metacognitive capabilities operate differently for individual students in m-learning. 81 college students from four classes were participating in this study, and broken down into two groups. The controlled group had classroom lessons and the experimental group took classroom lessons and worked with a mobile device to apply the lesson. A pre- and final-test were conducted to measure the individual change in English proficiency. Two sets of questionnaires were used to gauge the students’ metacognitive levels and students’ satisfactory levels on m-learning. The result of the study shows that using the mobile device in language learning helps improve learners’ learning performance, and that m-learning was more effectively working for students with high metacognitive level. The results indicate that learners were motivated to use mobile devices in their spare time, which benefits their learning. Therefore, the EFL learning can be augmented by integrating informal m-learning into the more traditional learning process.
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