대학 영어토의 수업 모형과 학습자 인식
Learners’ Perception of a College English Discussion Course
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This study introduces a college English discussion course and examines learners’ perceptions of the course in terms of course satisfaction, learning efficiency, and its limitations. Fifty-two first year students enrolled in a required English discussion course participated in a survey at the end of the semester. In class, students learned and practiced 7 discussion principles and processes, participating in every step of each discussion in varying group sizes. They also learned key English phrases that can be used to initiate, maintain, and close a discussion before practicing discussions. In the mixed survey with 5-point Likert scale and open-ended questions, students showed a high degree of satisfaction with the course and reflected that their English vocabulary, expressions, and delivery skills had improved through the discussion practice. In addition, they considered that the group discussions provided a good ground for creative and logical thinking as well as comprehensive thinking on the issues discussed and thus their cognitive abilities could be improved. To better design the course, however, it is suggested to design a more active learning environment that allows students to make decisions on discussion topics of interest to them and not to restrict language use to the key expressions learned in class.
Abstract
This study introduces a college English discussion course and examines learners’ perceptions of the course in terms of course satisfaction, learning efficiency, and its limitations. Fifty-two first year students enrolled in a required English discussion course participated in a survey at the end of the semester. In class, students learned and practiced 7 discussion principles and processes, participating in every step of each discussion in varying group sizes. They also learned key English phrases that can be used to initiate, maintain, and close a discussion before practicing discussions. In the mixed survey with 5-point Likert scale and open-ended questions, students showed a high degree of satisfaction with the course and reflected that their English vocabulary, expressions, and delivery skills had improved through the discussion practice. In addition, they considered that the group discussions provided a good ground for creative and logical thinking as well as comprehensive thinking on the issues discussed and thus their cognitive abilities could be improved. To better design the course, however, it is suggested to design a more active learning environment that allows students to make decisions on discussion topics of interest to them and not to restrict language use to the key expressions learned in class.
참고문헌 (19)
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