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TTC 모형 기반 면대면 및 모바일 영어학습 코칭의 효과에 대한 한국 대학생 학습자의 인식

Korean university students’ perceptions of the effects of face-to-face and mobile coaching based on the TTC model for English learning

조영우
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2020.06|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제23권 제2호|pp. 260-299|DOI 10.15702/mall.2020.23.2.260

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키워드

coachingcoaching for foreign language learningcoaching for language learningcoaching for English learningtechnology-supported language coaching
주제분류영어와문학

초록

Recent years have witnessed an unprecedented level of technological advancement conducive to individualizing language learning. This situation urges language instructors to upgrade their roles from teachers and trainers to coaches who facilitate individual language learning in a technology-supported environment. Despite its potential, however, coaching has not received due attention in previous language learning research. Thus, this study investigated the feasibility of coaching embedded in the TTC (Teaching, Training, and Coaching) Model for improving EFL learners’ self-directed English learning capacity. Seventeen English majors at a university in Korea participated in face-to-face and mobile text-based coaching via KakaoTalk after receiving teaching and training for self-directed English learning in a regular 15-week course. The results from immediate and delayed exit questionnaires revealed predominantly positive evaluations of the TTC model, with one-on-one face-to-face coaching given the highest marks. More specifically, face-to-face coaching was viewed as helpful for sustaining smooth interaction and getting instant feedback whereas mobile text chat coaching was seen as useful for reviewing coaching chatscripts and overcoming time and space constraints. Further research is needed to reveal the intricacy of learner and contextual variables in determining the effectiveness of coaching embedded in the TTC model.

Abstract

Recent years have witnessed an unprecedented level of technological advancement conducive to individualizing language learning. This situation urges language instructors to upgrade their roles from teachers and trainers to coaches who facilitate individual language learning in a technology-supported environment. Despite its potential, however, coaching has not received due attention in previous language learning research. Thus, this study investigated the feasibility of coaching embedded in the TTC (Teaching, Training, and Coaching) Model for improving EFL learners’ self-directed English learning capacity. Seventeen English majors at a university in Korea participated in face-to-face and mobile text-based coaching via KakaoTalk after receiving teaching and training for self-directed English learning in a regular 15-week course. The results from immediate and delayed exit questionnaires revealed predominantly positive evaluations of the TTC model, with one-on-one face-to-face coaching given the highest marks. More specifically, face-to-face coaching was viewed as helpful for sustaining smooth interaction and getting instant feedback whereas mobile text chat coaching was seen as useful for reviewing coaching chatscripts and overcoming time and space constraints. Further research is needed to reveal the intricacy of learner and contextual variables in determining the effectiveness of coaching embedded in the TTC model.

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