영화를 활용한 섀도잉 학습법이 대학생 EFL 학습자의 영어 말하기 능력과 정의적 태도에 미치는 영향
The Effects of a Shadowing Activity Using Movies on Korean EFL College Learners’ Speaking Skills and Their Affective Attitudes
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초록
The present study investigated the effects of a shadowing activity using movies on Korean EFL college students’ speaking skills and their affective attitudes. Over a semester, a total of 138 students participated in the study and they were assigned to an experimental group (n = 71) and a control group (n = 67). According to language proficiency, the participants in the experimental group were assigned to advanced, intermediate, and beginner-level groups. Over a semester, all the experimental groups engaged in a shadowing activity once a week while the control group participated in a traditional speaking activity. To collect data, both 1) pre- and post-speaking tests and 2) pre- and post-questionnaires on affective attitudes were conducted. The results showed that the shadowing activity is more effective than the traditional speaking activity in terms of increasing speaking proficiency. In addition, there was a statistically significant improvement in speaking proficiency of both the intermediate and beginner-level groups while there was no statistically significant difference in the advanced level group’s speaking proficiency. Furthermore, the shadowing activity significantly improved the confidence, interest, and motivation level of the experimental group. Based on the findings, it is suggested that this shadowing activity using movies can be an effective tool to develop EFL learners’ speaking skills and improve their affective attitudes.
Abstract
The present study investigated the effects of a shadowing activity using movies on Korean EFL college students’ speaking skills and their affective attitudes. Over a semester, a total of 138 students participated in the study and they were assigned to an experimental group (n = 71) and a control group (n = 67). According to language proficiency, the participants in the experimental group were assigned to advanced, intermediate, and beginner-level groups. Over a semester, all the experimental groups engaged in a shadowing activity once a week while the control group participated in a traditional speaking activity. To collect data, both 1) pre- and post-speaking tests and 2) pre- and post-questionnaires on affective attitudes were conducted. The results showed that the shadowing activity is more effective than the traditional speaking activity in terms of increasing speaking proficiency. In addition, there was a statistically significant improvement in speaking proficiency of both the intermediate and beginner-level groups while there was no statistically significant difference in the advanced level group’s speaking proficiency. Furthermore, the shadowing activity significantly improved the confidence, interest, and motivation level of the experimental group. Based on the findings, it is suggested that this shadowing activity using movies can be an effective tool to develop EFL learners’ speaking skills and improve their affective attitudes.
참고문헌 (26)
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