중학교 영어 말하기 학습 스마트폰 앱 사용에 따른 학교현장 변화 및 개선방안
Adopting mobile-assisted teaching and learning English speaking to Korean middle school classrooms: Assertions on language education reform
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This study explores the usages of the mobile-assisted English speaking teaching and learning at Korean middle schools, by investigating the perceptions of the teachers and students. A total of 511 middle school students and 17 teachers from 15 schools participated in this study to adopt the mobile-based English speaking program, Speaking English Junior, to their English classroom for eight weeks. Semi-structured interviews were conducted with 17 teachers and 35 students for more in-depth findings on the usages of mobile-assisted teaching and learning. The findings suggest that changes have occurred in students’ academic and affective perspectives from using this teaching and learning method, which led to discussions on how to support and adopt mobile-assisted teaching and learning method. The empirical evidences from the interviews suggest that students were able to pay more attention to their own pronunciation, which has been improved since they started using the program. It was also found that students’ intrinsic motivation and confidence in learning has increased, partly because the voice-recognition and teacher’s online feedback features have encouraged students to practice speaking more autonomously. This study concludes by asserting the needs for future studies on ICT based teaching and learning and directions for English education policy reform.
Abstract
This study explores the usages of the mobile-assisted English speaking teaching and learning at Korean middle schools, by investigating the perceptions of the teachers and students. A total of 511 middle school students and 17 teachers from 15 schools participated in this study to adopt the mobile-based English speaking program, Speaking English Junior, to their English classroom for eight weeks. Semi-structured interviews were conducted with 17 teachers and 35 students for more in-depth findings on the usages of mobile-assisted teaching and learning. The findings suggest that changes have occurred in students’ academic and affective perspectives from using this teaching and learning method, which led to discussions on how to support and adopt mobile-assisted teaching and learning method. The empirical evidences from the interviews suggest that students were able to pay more attention to their own pronunciation, which has been improved since they started using the program. It was also found that students’ intrinsic motivation and confidence in learning has increased, partly because the voice-recognition and teacher’s online feedback features have encouraged students to practice speaking more autonomously. This study concludes by asserting the needs for future studies on ICT based teaching and learning and directions for English education policy reform.
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