Learning in Emergent Times: Learner Experience and Perspectives on ERT in University EFL Courses
2
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study explores university EFL students' perspectives and experiences during the COVID-19 pandemic to provide guidelines for the future application of ERT (Emergency Remedial Teaching) when the need arises. For the study, 122 students taking College English courses at A university in South Korea participated. Mixed data were gathered through a questionnaire to investigate their previous experience and general perspectives, perspectives on online learning features, the online learning experience, and difficulties and positive attributes of online learning. It was found that the majority did not have previous experience in full or partial online learning, and they considered learning content and teacher-learner interaction to be the critical features of online learning. Regarding their perspectives on ERT, content, and teacher-learner interaction were positive across the board, while motivation and contacting classmates were considered negatively. Significant differences were found between proficiency levels, showing that more proficient learners responded more positively and engaged in autonomous learning. ERT's benefits and drawbacks show that procuring devices is not a serious concern, but overcoming technical issues such as server shutdown and LMS errors were challenging. Based on the results, recommendations for implementing ERT are provided as well as suggestions for further study.
Abstract
This study explores university EFL students' perspectives and experiences during the COVID-19 pandemic to provide guidelines for the future application of ERT (Emergency Remedial Teaching) when the need arises. For the study, 122 students taking College English courses at A university in South Korea participated. Mixed data were gathered through a questionnaire to investigate their previous experience and general perspectives, perspectives on online learning features, the online learning experience, and difficulties and positive attributes of online learning. It was found that the majority did not have previous experience in full or partial online learning, and they considered learning content and teacher-learner interaction to be the critical features of online learning. Regarding their perspectives on ERT, content, and teacher-learner interaction were positive across the board, while motivation and contacting classmates were considered negatively. Significant differences were found between proficiency levels, showing that more proficient learners responded more positively and engaged in autonomous learning. ERT's benefits and drawbacks show that procuring devices is not a serious concern, but overcoming technical issues such as server shutdown and LMS errors were challenging. Based on the results, recommendations for implementing ERT are provided as well as suggestions for further study.
참고문헌 (18)
- Bailey, D., "Learning from experience in the midst of COVID-19 : Benefits, challenges, and strategies in online teaching", CALL-EJ, 21(2), pp.178~198 (2020)
- "How are countries addressing the Covid-19 challenges in education?: A snapshot of policy measures" (2020)[URL]
- 장이분, "Teacher Reflection on Emergency Remote Teaching (ERT) during the Coronavirus Pandemic in a Multicultural EAP Classroom in South Korea", 멀티미디어 언어교육, 23(3), pp.235~257 (2020), 한국멀티미디어언어교육학회[DOI]
- Dahmash, N., "‘I couldn’t join the sessions’ : Benefits and challenges of blended learning amid COVID-19 from EFL students", International Journal of English Linguistics, 10(5), pp.221~230 (2020)
- "The difference between emergency remote teaching and online learning" (2002)[URL]
- 정향기, "코로나19 상황의 대학교육에 있어서 전면적 온라인 수업 실행 및 평가에 대한 학습자 만족도", 멀티미디어 언어교육, 23(3), pp.392~412 (2020), 한국멀티미디어언어교육학회[DOI]
- Khatoony, S., "EFL Teachers’ challenges in the integration of technology for online classrooms during Coronavirus (COVID-19) Pandemic in Iran", The Asian Journal of English Language & Pedagogy, 9, pp.1~16 (2020)
- 김윤경, "행위 주체성(agency)과 동기(motivation) 활성화를 위한 대학 온라인 강좌 운영 방안: 교육참여자 인식 조", 멀티미디어 언어교육, 23(3), pp.300~319 (2020), 한국멀티미디어언어교육학회[DOI]
- Michael McAleer, "Prevention Is Better Than the Cure: Risk Management of COVID-19", Journal of Risk and Financial Management, 13(3), pp.46~ (2020), MDPI AG[DOI]
- Benjamin Luke Moorhouse, "Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic", Journal of Education for Teaching, 46(4), pp.609~611 (2020), Informa UK Limited[DOI]
- Michael P. A. Murphy, "COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy", Contemporary Security Policy, 41(3), pp.492~505 (2020), Informa UK Limited[DOI]
- 박은경, "코로나19 확산에 따른 온라인 교양영어 수업에서 학생들이 느끼는 불안감에 대한 인식조사", 멀티미디어 언어교육, 23(3), pp.320~338 (2020), 한국멀티미디어언어교육학회[DOI]
- Petillion, R. J., "Student experiences of emergency remote teaching : Impacts of instructor practice on student learning, engagement, and well-Being", Journal of Chemical Education, 97(9), pp.2486~2493 (2020)
- "Korea No. 1 worldwide in smartphone ownership, internet penetration" (2018)[URL]
- Tinmaz, H., "A preliminary analysis on Korean university students' readiness level for industry 4.0 revolution", Participatory Educational Research, 6(1), pp.70~83 (2019)
- Thirumalaisamy P. Velavan, "The COVID‐19 epidemic", Tropical Medicine & International Health, 25(3), pp.278~280 (2020), Wiley[DOI]
- "Coronavirus Disease 2019 (COVID-19) Situation Report - 72" (2020)[URL]
- 윤서영, "Using Learner Response Systems in EFL Classrooms: Students’ Perspectives and Experience", 멀티미디어 언어교육, 20(2), pp.36~58 (2017), 한국멀티미디어언어교육학회[DOI]