발표 수업 개선 방향 탐색을 위한 수업 소감문 분석: 질적 연구 방법론을 중심으로

Abstract

This study aimed to holistically explore student perceptions of the entire public speech class process, based on 'Student Voice'. For this purpose, the class reflection texts of 102 students at K University were analyzed using qualitative content analysis. The results showed that student perceptions were categorized into three themes: 'theory lectures', 'speech practice', and 'overall class operation'. The theory lectures were considered useful, but students requested improvements in practical application and participatory methods. Speech practice was associated with high anxiety, but it was positively re-evaluated after performance. Notably, regarding 'open topics' and 'format restrictions', there was a coexistence of positive perceptions and burdens. The overall class was positively evaluated in terms of its theory- practice link and autonomy, but large class sizes and tight schedules were pointed out as limitations. Unlike previous studies that were limited to quantitative approaches, this study holds significance in that it qualitatively analyzed class reflection texts, thereby providing a holistic view of the complex and multi-layered world of student experiences throughout the entire speech class process. This suggests that public speech classes should function beyond simple skill training, serving as a field of discourse where learners can grow as active agents, and proposes the need for institutional support, such as securing appropriate class sizes, to achieve this.