대학 비교과 영어 프로그램의 효과 사례연구: 원어민교수 수업을 중심으로
A case study on the effects of extracurricular English programs in college education: Focusing on native-English instructors’ classes
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This study aims to find out the effects of extracurricular English programs in college education, focusing on native-English speaking instructors’ classes. These programs were designed to help college students improve their English communication skills through extracurricular courses taught by native-English instructors over an eight-week period. Both quantitative and qualitative research has been performed in this study. A survey of 96 students was conducted and the participants’ English competence was measured by interviews with native-English instructors both prior to and at the end of the programs. Data was also collected by students’ journals and from interviews with both students and instructors. The results show that the extracurricular English programs help students achieve better communication skills. As extracurricular English programs were not compulsory, the instructors claimed that the students who participated in the programs showed higher academic motivation. On the other hand, since there were neither evaluations nor obligations for the programs, instructors had difficulty in effectively managing their classrooms and controlling students’ absences. The study suggests the need for further research on the extracurricular English programs, such as connecting evaluations to the regular courses as well as level-differentiated classes for helping students achieve higher levels of English proficiency.
Abstract
This study aims to find out the effects of extracurricular English programs in college education, focusing on native-English speaking instructors’ classes. These programs were designed to help college students improve their English communication skills through extracurricular courses taught by native-English instructors over an eight-week period. Both quantitative and qualitative research has been performed in this study. A survey of 96 students was conducted and the participants’ English competence was measured by interviews with native-English instructors both prior to and at the end of the programs. Data was also collected by students’ journals and from interviews with both students and instructors. The results show that the extracurricular English programs help students achieve better communication skills. As extracurricular English programs were not compulsory, the instructors claimed that the students who participated in the programs showed higher academic motivation. On the other hand, since there were neither evaluations nor obligations for the programs, instructors had difficulty in effectively managing their classrooms and controlling students’ absences. The study suggests the need for further research on the extracurricular English programs, such as connecting evaluations to the regular courses as well as level-differentiated classes for helping students achieve higher levels of English proficiency.
참고문헌 (35)
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