Exploring the Effects of Multimedia-based Self-directed English Speaking Practice
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참고문헌
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초록
This study explored the effects of multimedia-based self-directed speaking practice for English learning ata university setting in Korea. Forty-three undergraduate students participated in a semester-longself-directed English speaking practice program. This study took a blended learning approach in whichlearners practiced English speaking personally using a computer program outside the classroom, and thenworked on some communicative activities in the classroom based on their personal practice effort. Theresults showed that only 17 out of 43 learners (39.54%) successfully moved up to a higher level of Englishspeaking ability as a result of self-directed speaking practice. Three variables were tested for their possibleassociation with speaking ability improvement: practice quantity, practice quality, and learner quality. Two-by-two Chi-square analyses revealed that none of the variables was significantly associated withspeaking level improvement. though there were more learners who improved their speaking ability in thehigh groups. Finally, survey data indicated that learners perceived the program and their experience aspositive, yet responded that their actual participation level was relatively low. A key implication is thatself-directed speaking practice requires sophisticated training and coaching to create adequate motivationand readiness for independent learning.
Abstract
This study explored the effects of multimedia-based self-directed speaking practice for English learning ata university setting in Korea. Forty-three undergraduate students participated in a semester-longself-directed English speaking practice program. This study took a blended learning approach in whichlearners practiced English speaking personally using a computer program outside the classroom, and thenworked on some communicative activities in the classroom based on their personal practice effort. Theresults showed that only 17 out of 43 learners (39.54%) successfully moved up to a higher level of Englishspeaking ability as a result of self-directed speaking practice. Three variables were tested for their possibleassociation with speaking ability improvement: practice quantity, practice quality, and learner quality. Two-by-two Chi-square analyses revealed that none of the variables was significantly associated withspeaking level improvement. though there were more learners who improved their speaking ability in thehigh groups. Finally, survey data indicated that learners perceived the program and their experience aspositive, yet responded that their actual participation level was relatively low. A key implication is thatself-directed speaking practice requires sophisticated training and coaching to create adequate motivationand readiness for independent learning.
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