온라인 영어발음 수업에 대한 효과성과 학습자 인식
The effectiveness of online English pronunciation class and students’ perspectives.
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초록
The purpose of this study is to investigate the effectiveness of online English pronunciation class and students’ perspectives in order to develop and suggest a functional instructional model for teaching English pronunciation online. The subjects of this study consist of 110 students in a university in Seoul, and the study lasted for 16weeks. In order to obtain data, mixed research was conducted. Quantitative data includes experiment and survey, and qualitative data includes observation and student journal entries. The major findings of the study are as follows. First, there were significant increase in the students’ scores in pre and posttest in both experiment and control group, but there was no significant difference between the groups, showing that online class was as effective as offline course. Second, the students’ perspectives on online English pronunciation class was generally positive, with an exception in easiness, showing that the students considered online English class to be somewhat difficult. They considered individual practice and peer feedback to be positive, and it was observed that the students reflected both on the lecture and peer feedback and applied them in their individual work. Last, an instructional model for online English pronunciation class is developed and presented.
Abstract
The purpose of this study is to investigate the effectiveness of online English pronunciation class and students’ perspectives in order to develop and suggest a functional instructional model for teaching English pronunciation online. The subjects of this study consist of 110 students in a university in Seoul, and the study lasted for 16weeks. In order to obtain data, mixed research was conducted. Quantitative data includes experiment and survey, and qualitative data includes observation and student journal entries. The major findings of the study are as follows. First, there were significant increase in the students’ scores in pre and posttest in both experiment and control group, but there was no significant difference between the groups, showing that online class was as effective as offline course. Second, the students’ perspectives on online English pronunciation class was generally positive, with an exception in easiness, showing that the students considered online English class to be somewhat difficult. They considered individual practice and peer feedback to be positive, and it was observed that the students reflected both on the lecture and peer feedback and applied them in their individual work. Last, an instructional model for online English pronunciation class is developed and presented.
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