본문 바로가기
KERD
논문KCI 등재

브이로그를 활용한 영어 말하기 수업이 한국 대학 EFL 학습자의 자기주도학습 능력, 학습 흥미, 말하기 실력에 미치는 효과

The effects of using Vlogs for English language learning on Korean EFL learners’ self-directed learning ability, learning interest, and speaking skills

진승희
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2021.08|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제24권 제3호|pp. 157-186|DOI 10.15702/mall.2021.24.3.157

0

조회

0

다운로드

4

인용

0

참고문헌

키워드

SNSself-directed learninglearning interestspeaking skillsVlogs
주제분류영어와문학

초록

This study investigated the effects of using Vlogs for English language learning on Korean EFL learners’ self-directed learning ability, learning interest, and speaking skills. In recent years, ‘Vlogging’ has become one of the most entertaining and popular ways to connect with people on social networking services (SNSs). Over one semester, an experimental group of 24 students participated in Vlogging activities (a total of 10 Vlogs was created and shared with their classmates), while a control group of 22 students received a traditional teaching method. To examine this study, 1) a pre-and post-questionnaire on participants’ self-directed learning ability, 2) a pre-and post-questionnaire on learning interests, and 3) a pre-and post-test on speaking abilities were conducted. The results indicated that the Vlogging-based instruction was more effective than the traditional classroom in terms of increasing students’ self-directed learning abilities and learning interests. In addition, the Vlogging learning group has shown a statistically significant improvement in the English speaking abilities concerned with vocabulary, task, fluency, and comprehension. The study also revealed that Vlogging activities were more beneficial in developing students’ speaking skills than traditional classroom activities. This study suggested that Vlogging activities are useful to develop learners’ self-directed learning ability, learning interests, and speaking skills.

Abstract

This study investigated the effects of using Vlogs for English language learning on Korean EFL learners’ self-directed learning ability, learning interest, and speaking skills. In recent years, ‘Vlogging’ has become one of the most entertaining and popular ways to connect with people on social networking services (SNSs). Over one semester, an experimental group of 24 students participated in Vlogging activities (a total of 10 Vlogs was created and shared with their classmates), while a control group of 22 students received a traditional teaching method. To examine this study, 1) a pre-and post-questionnaire on participants’ self-directed learning ability, 2) a pre-and post-questionnaire on learning interests, and 3) a pre-and post-test on speaking abilities were conducted. The results indicated that the Vlogging-based instruction was more effective than the traditional classroom in terms of increasing students’ self-directed learning abilities and learning interests. In addition, the Vlogging learning group has shown a statistically significant improvement in the English speaking abilities concerned with vocabulary, task, fluency, and comprehension. The study also revealed that Vlogging activities were more beneficial in developing students’ speaking skills than traditional classroom activities. This study suggested that Vlogging activities are useful to develop learners’ self-directed learning ability, learning interests, and speaking skills.

참고문헌 (46)

  1. 김민영, "자기주도학습이 초등학교 6학년 학습자의 영어 읽기 능력에 미치는 영향", 석사, pp.2018
  2. 김병선, "비대면 온라인 교양 영어 수업에서 대학생들의 영화 활용 자기주도학습 경험에 관한 질적 연구", 영어교과교육, 20(1), pp.61~85 (2021), 한국영어교과교육학회[DOI]
  3. 김예나래, "플립러닝을 통한 영어수업에서의 자기주도적 학습 태도와 학업성취도 연구", 석사, pp.2017
  4. "SNS(소셜네트워크서비스) 이용추이 및 이용행태 분석 (KISDI STAT Report, Vol. 18, issue 11)" (2018), 김윤화[URL]
  5. 김은임, "평생교육기관 성인학습자의 자기주도학습능력이 인지된 학업성취도에 미치는 영향: 창의성에 대한 매개효과", 학습자중심교과교육연구, 21(9), pp.149~167 (2021), 학습자중심교과교육학회
  6. 김준희, "영화를 활용한 섀도잉 활동이 대학생의 영어 듣기와 말하기 능력 및 학습 흥미와태도에 미치는 영향", 석사, pp.2018
  7. 김지자, "초등학교 교사를 위한 자기주도학습 준비도 측정도구의 개발과 활용방안", 사회교육학연구, 2(1), pp.1~25 (1996)
  8. 김태한, "The Role of Interest and Self-Efficacy in English Achievement among Korean Youth", 미래청소년학회지, 9(1), pp.47~68 (2012), 미래를 여는 청소년학회
  9. 김혜영, "영어 시트콤을 활용한 수업이 고등학생들의 영어 듣기 능력과 영어 학습 흥미에 미치는 영향", 석사, 교육과정, pp.2011
  10. 노승욱, "Z세대가 온다: 밀레니얼 세대와 닮은 듯 다른 신인류 스마트폰 쥐고자란 ‘포노 사피엔스.’", 매일경제 (2019, 6, 14), ~ (2019)
  12. 박일수, "자기주도학습능력과 협동학습 유형이 영어과 학업성취에 미치는 효과", 중등교육연구, 56(2), pp.119~142 (2008), 사범대학부속중등교육연구소[DOI]
  13. 박일탁, "원격대학 재학생의 교육참여동기와 자기주도학습 준비도의 관계에 관한 연구", 석사, 평생교육, pp.2011
  14. 신재원, "자기 주도적 영어 어휘 학습이 초등학교 6학년 학습자의 영어 어휘 성취도에 미치는 효과", 석사, 초등영어교육, pp.2008
  15. 양애경, "자기주도적 학습과 학업성취도간의 관계", 한국교육논단, 8(3), pp.61~82 (2009), 한국교육포럼(아시아태평양교육학회)
  16. 유정은, "SNS를 활용한 거꾸로 교실 수업이 중학교 1학년학생의 말하기 능력과 정의적측면에 미치는 영향", 석사, pp.2017
  17. 유효원, "중학생 영어학습의 흥미에 영향을 주는 요인 분석 : 흥미유발요인과 흥미상실요인", 석사, 영어교육, pp.2011
  18. 윤유진, "대학 교양 영어 교육에서 SNS를 활용한 플립 러닝의 효과", Foreign Languages Education, 26(2), pp.49~71 (2019), 한국외국어교육학회[DOI]
  19. 이명관, "블렌디드 러닝을 통한 대학생들의 토익수업 효과", 영어어문교육, 21(4), pp.257~281 (2015), 한국영어어문교육학회
  20. 이명관, "영어 읽기∙쓰기 통합수업에서 플립러닝이 대학생들의 자기주도학습능력에 미치는 영향", 영어어문교육, 26(4), pp.79~101 (2020), 한국영어어문교육학회[DOI]
  21. 이용운, "학교중심 블렌디드 학습이 학업성취도와 자기주도적 학습태도에 미치는 효과", 교육방법연구, 22(4), pp.195~217 (2010), 한국교육방법학회[DOI]
  22. "국내 SNS의 이용 현황과 주요 이슈 분석 (KISA Report, Focus 4)" (2014), 이윤희[URL]
  23. 이지애, "플립러닝을 활용한 영어 수업에서 중학생 학습자의 영어학습 흥미도, 동기, 수업만족도", 석사, pp.2016
  24. 임미란, "블렌디드 러닝이 대학생의 영어 학업성취도와 자기주도 학습능력에 미치는 영향", 인문사회 21, 6(4), pp.1033~1050 (2015), 인문사회 21
  25. 임상봉, "초등 영어 학습자들의 학습동기 유발과 지속을 위한 효과적인 교수전략 연구", 초등영어교육, 7(2), pp.122~163 (2001)
  26. 조세경, "소셜네트워킹 사이트와 외국어 학습", 멀티미디어 언어교육, 14(3), pp.315~334 (2011), 한국멀티미디어언어교육학회[DOI]
  27. "밀레니얼세대와 Z세대가 이끄는 콘텐츠산업의 변화. N content 엔콘텐츠: 밀레니얼부터 Z까지" (2019), 조영신[URL]
  28. 한지원, "챈트(Chant)와 노래를 활용한 동극활동이 유아의 영어학습 흥미와 태도에 미치는 영향", 석사, 유아교육, pp.2010
  29. 허선영, "카카오 톡을 활용한 토익 스피킹 수업에 관한 연구", 교양교육연구, 15(2), pp.57~67 (2021), 한국교양교육학회
  30. 허선영, "폐쇄형 SNS를 활용한 토익 말하기 활동의 효과", 학습자중심교과교육연구, 20(1), pp.923~937 (2020), 학습자중심교과교육학회[DOI]
  31. Brown, H. D., "Language Assessment: Principles and classroom practices" (2019), Pearson Education
  32. Dewey, R., "Interest and effort in education" (1913), Hougton Mifflin
  33. "TOEIC speaking and writing tests" (2021)[URL]
  34. Gardner, R. C., "Attitudes and motivation in second language learning" (1972), Newbury House
  35. Guglielmino, L. M., "Development of the self-directed learning readiness scale", doctoral, pp.1977
  36. Hulleman, C. S., "Task values, achievement goals, and interest : An integrative analysis", Journal of Educational Psychology, 100(2), pp.398~416 (2008)
  37. Knowles, M. S., "Self-Directed Learning: A Guide for Learners and Teachers" (1975), Association Press
  38. Krashen, S. D., "A response to McLaughlin, “The monitor model: Some methodological considerations”", Language Learning, 29(1), pp.151~167 (1979)
  39. Lepper, M. R., "A desire to be taught : Instructional consequences of intrinsic motivation", Motivation and Emotion, 16(3), pp.187~208 (1992)
  40. Long, H. B., "Self–directed learning:Consensus and conflict", pp.107~122 (1991), Oklahoma Research Center for Continuing Professional and Higher Education
  41. Long, H. B., "Self-directed learning: Application and research", pp.9~24 (1992), Oklahoma Research Center for Continuing Professional and Higher Education
  42. Long, H. B., "Self-directed learning: Application and research", pp.189~208 (1992), Oklahoma Research Center for Continuing Professional and Higher Education
  43. Morris, L. S., "The relationship between self-directed learning readiness and academic performance in nontraditional higher education program", doctoral, pp.1995
  44. Pintrich, P. R., "Motivation in education: Theory, research, and applications" (2002), Prentice Hall
  45. Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
  46. Wilson, K., "Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment", Educational Psychology, 36(2), pp.236~253 (2016)

관련 논문AI추천

The Benefits of Creating English Vlog (Short) for Korean College Students: Focusing on Speaking Skills and Learner Autonomy심주연한국사물인터넷학회 · 사물인터넷융복합논문지2025 · 제11권 제3호The Effects of Self-recording Videos on the Development of Middle School Students’ EFL Skills in Korea박윤주, 조수경팬코리아영어교육학회 · 영어교육연구2022 · 제34권 제2호Exploring the Relationship Between the Self-Directed English Learning Ability and English Speaking Proficiency of Korean College Students김정태언어과학회 · 언어과학연구2015 · 제75호Voice Blogging versus Text Blogging: Effects of Blogs on Korean EFL Learners’ Oral Proficiency김나영대한영어영문학회 · 영어영문학연구2018 · 제44권 제1호Exploring the Effects of Multimedia-based Self-directed English Speaking Practice김정태, 이용주, 조영우한국멀티미디어언어교육학회 · 멀티미디어 언어교육2014 · 제17권 제4호Can Mobile-Based Activities Enhance Oral Performance in English?김나영, 김혜숙, 차윤정외국학연구소 · 외국학연구2019 · 제47호

이 간행물의 다른 논문 (6건)

Individual Differences in Perception Toward English Pronunciation Development with ASR Technology하종범pp. 10-34Exploring Incidental Grammar Development in Meaning-Centered and Form-Centered Instructions최웅용, 김형선pp. 35-58Does the Redundancy Effect Exist in the Korean EFL Context? A Study on the Redundant Use of Text and Audio for EFL Learners at Different Proficiency Levels김나영pp. 59-86Perceptions of Students for Gamified e-Quizzes: A Comparative Case Study오경미pp. 87-108국내·외 영어 온라인 발음 활동 분석고명희, 정가영pp. 109-136
원문 보기