대학 교양영어 수업에서 실제 자료 활용의 글로벌 역량 함양 효과 분석
An analysis of the effect of using authentic materials on developing global competence in university general English course
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The purpose of this study is to investigate how English classes using authentic materials in a university general English course influence students’ global competence. To achieve this, a total of 38 students enrolled in a general English course participated in the study, and their English proficiency and global competence were measured. The method involved lessons using authentic video materials, such as one-to-many presentations, speeches, and documentaries. Data were collected through English proficiency tests and global competence surveys and analyzed using a pre-and-post comparison. The results show a statistically significant improvement in the students’ English proficiency. However, there was no significant improvement found in the overall average score for global competence, although medium-sized effects were observed in the sub-components of global competence, such as students’ global awareness and the ability to understand different cultural contexts. In addition, a small correlation was found between global thinking and intercultural communication, suggesting that global thinking may ultimately be related to English proficiency. Based on these findings, the study presents some suggestions on how to integrate authentic materials into university general English courses and effectively foster global competency, which is increasingly important in today’s interconnected world. Limitations and implications of the study are also presented.
Abstract
The purpose of this study is to investigate how English classes using authentic materials in a university general English course influence students’ global competence. To achieve this, a total of 38 students enrolled in a general English course participated in the study, and their English proficiency and global competence were measured. The method involved lessons using authentic video materials, such as one-to-many presentations, speeches, and documentaries. Data were collected through English proficiency tests and global competence surveys and analyzed using a pre-and-post comparison. The results show a statistically significant improvement in the students’ English proficiency. However, there was no significant improvement found in the overall average score for global competence, although medium-sized effects were observed in the sub-components of global competence, such as students’ global awareness and the ability to understand different cultural contexts. In addition, a small correlation was found between global thinking and intercultural communication, suggesting that global thinking may ultimately be related to English proficiency. Based on these findings, the study presents some suggestions on how to integrate authentic materials into university general English courses and effectively foster global competency, which is increasingly important in today’s interconnected world. Limitations and implications of the study are also presented.
참고문헌 (35)
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