글로벌 역량 함양을 위한 교양영어 수업에 대한 실증적 연구
An empirical study on college English classes for cultivating global competence
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This is an empirical study, which aims to examine whether college English classes really contribute to cultivating the global competence of college students. To achieve the research goal, both quantitative and qualitative research methods were conducted focusing on learners’ perception and textbook analysis through actual English instruction. For quantitative research, a questionnaire survey was conducted on 128 college students. In the qualitative study, the textbooks used in the classes and the learners’ responses to open-ended questions were analyzed. As a result of the study, learners showed high average values of ‘cultural openness’ and ‘global activities’, which are the factors of the global competence they are intended to obtain through college English classes. In addition, the replies to open-ended questions were positive in terms of the roles of college English classes for cultivating learners’ global competence. Furthermore, the textbook analysis suggests that these materials had positive effects on learners’ global competence through various topics such as global problems and cultures covered by the textbooks. This study suggests a need for a follow-up study on the design of continuous and convergent college English instruction, based on various factors to cultivate college students’ global competence.
Abstract
This is an empirical study, which aims to examine whether college English classes really contribute to cultivating the global competence of college students. To achieve the research goal, both quantitative and qualitative research methods were conducted focusing on learners’ perception and textbook analysis through actual English instruction. For quantitative research, a questionnaire survey was conducted on 128 college students. In the qualitative study, the textbooks used in the classes and the learners’ responses to open-ended questions were analyzed. As a result of the study, learners showed high average values of ‘cultural openness’ and ‘global activities’, which are the factors of the global competence they are intended to obtain through college English classes. In addition, the replies to open-ended questions were positive in terms of the roles of college English classes for cultivating learners’ global competence. Furthermore, the textbook analysis suggests that these materials had positive effects on learners’ global competence through various topics such as global problems and cultures covered by the textbooks. This study suggests a need for a follow-up study on the design of continuous and convergent college English instruction, based on various factors to cultivate college students’ global competence.
참고문헌 (24)
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