대학 교양영어 확대 프로그램의 개발과 효과 - 집중 영어 프로그램
A Study of the Development and Effect of an Intensive English Program as General English Program
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The purpose of this study was to examine the effectiveness of an intensive English program which is an extension of the General English program of a university. The program, Dynamic English, was designed to improve students' English communication skills through experiencing interactive learning in an intensive English for 1293 freshmen during 3 weeks(45 hours). To evaluate the effectiveness of the program, the authors measured students' achievement tests both prior to and at the end of the program. Questionnaires were also administered to 1293 students to identify their satisfaction with the program and their attitude to language learning. The results of this study showed that the program increased students' English achievement scores and their confidence in communicating with native speakers. However, the program did not positively affect students' motivation in English learning in an intensive English program. On the basis of the findings, the study offers a few pedagogical implications and suggestions for an intensive English program developers who want to design and develop an intensive English program for university students.
Abstract
The purpose of this study was to examine the effectiveness of an intensive English program which is an extension of the General English program of a university. The program, Dynamic English, was designed to improve students' English communication skills through experiencing interactive learning in an intensive English for 1293 freshmen during 3 weeks(45 hours). To evaluate the effectiveness of the program, the authors measured students' achievement tests both prior to and at the end of the program. Questionnaires were also administered to 1293 students to identify their satisfaction with the program and their attitude to language learning. The results of this study showed that the program increased students' English achievement scores and their confidence in communicating with native speakers. However, the program did not positively affect students' motivation in English learning in an intensive English program. On the basis of the findings, the study offers a few pedagogical implications and suggestions for an intensive English program developers who want to design and develop an intensive English program for university students.
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