멀티미디어 도구를 활용한 PBL 수업의 효과: 대학 교양영어 수업 사례를 중심으로
The effectiveness of PBL utilizing multimedia tools on English courses for communication
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This study aims to explore the pedagogical effectiveness of PBL (project-based learning) utilizing multimedia tools on English courses for communication. The research was carried out with a total of 50 university students whose English-speaking levels were pre-intermediate. The detailed report of the PBL case study, the students’ reflection journals and self-evaluation, the survey on the PBL classes, and the final lecture evaluation were analyzed qualitatively as well as quantitatively. The results showed that PBL provides various opportunities to use authentic English students want to express through structured activities. This makes their English knowledge transfer to procedural from declarative one, connecting English learning to their real life. The participants reported that PBL led them to establish a cooperative learning community that promotes a meaningful learning experience of practical English use in both online and offline learning environments. Moreover, in the process of completing the outcome of each project, their initiative and wholehearted behaviors were observed. Such empirical data suggests that PBL English classes, as an alternative to lecture-style ones which make students familiar with passive learning participation, can be highly effective for learners who have anxiety about English by promoting learning motivation through authentic learner-oriented projects.
Abstract
This study aims to explore the pedagogical effectiveness of PBL (project-based learning) utilizing multimedia tools on English courses for communication. The research was carried out with a total of 50 university students whose English-speaking levels were pre-intermediate. The detailed report of the PBL case study, the students’ reflection journals and self-evaluation, the survey on the PBL classes, and the final lecture evaluation were analyzed qualitatively as well as quantitatively. The results showed that PBL provides various opportunities to use authentic English students want to express through structured activities. This makes their English knowledge transfer to procedural from declarative one, connecting English learning to their real life. The participants reported that PBL led them to establish a cooperative learning community that promotes a meaningful learning experience of practical English use in both online and offline learning environments. Moreover, in the process of completing the outcome of each project, their initiative and wholehearted behaviors were observed. Such empirical data suggests that PBL English classes, as an alternative to lecture-style ones which make students familiar with passive learning participation, can be highly effective for learners who have anxiety about English by promoting learning motivation through authentic learner-oriented projects.
참고문헌 (21)
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