영문법 발표활동에 대한 학습자 태도 및 학습 성취도 연구
A Study on Learners’ Affective Attitudes towards a Grammar Presentation Activity, and Their Academic Achievements
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The purpose of this study was to investigate college students’ affective attitudes towards a group presentation activity on English grammar, and their English achievements after the activities. A TOEIC test before and after the activity, and a questionnaire about the group presentation activities on grammar in class were administered to 172 college students. The level of confidence in grammar was improved especially among 550-645 score students, and 450-545 and 550-645 score students rated the activity as most effective. Students answered that they could understand their peers' presentation ‘normally,’ ‘well,’ or ‘very well,’ and listening to their presentation was also helpful to learn grammar. Students answered they wanted teacher's additional explanations on grammar after the presentations. The level of satisfaction with this activity was highest among 550-645 and 650-745 score students. Lastly, the results showed a statistically significant increase in English ability among 550-645, 450-545, 350-445, and below 350 score students. According to these results, pedagogical and research implications are suggested.
Abstract
The purpose of this study was to investigate college students’ affective attitudes towards a group presentation activity on English grammar, and their English achievements after the activities. A TOEIC test before and after the activity, and a questionnaire about the group presentation activities on grammar in class were administered to 172 college students. The level of confidence in grammar was improved especially among 550-645 score students, and 450-545 and 550-645 score students rated the activity as most effective. Students answered that they could understand their peers' presentation ‘normally,’ ‘well,’ or ‘very well,’ and listening to their presentation was also helpful to learn grammar. Students answered they wanted teacher's additional explanations on grammar after the presentations. The level of satisfaction with this activity was highest among 550-645 and 650-745 score students. Lastly, the results showed a statistically significant increase in English ability among 550-645, 450-545, 350-445, and below 350 score students. According to these results, pedagogical and research implications are suggested.
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