블렌디드 러닝 기반 사전 학습 활동이 한국 대학교영어학습자의 말하기에 미치는 영향
The effects of blended-learning pre-task activities on Korean college students’ speaking skills.
2
조회
0
다운로드
14
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the effects of blended learning pre-task activities and learners’ self-regulation on Korean college students’ speaking skills and their perceptions of blended-learning pre-task activities. The participants were 42 EFL students from a university in Gyeonggi-do, Korea and they were divided into three groups: a blended-learning group (n=13), a blended-learning and self-reflection group (n=15), and a control group (n=14). The experiment was administered during the spring semester of the 2018 academic year. The major findings from the study are as follows: First, the blended-learning pre-task activity followed by self-reflection was the most effective in enhancing students’ English speaking skills, whereas the blended-learning and the face-to-face classroom activities showed beneficial and equal effects on the improvement of the speaking skills. Second, the self-regulated learning of the experimental group learners proved to be a key factor in the success of the blended learning. Third, the participants of the experimental groups responded positively to their experience of blended-learning pre-task activities. The findings indicate that blended learning pre-tasks and self-reflection activities need to be integrated into the teaching of English speaking to overcome the limitations of the EFL contexts.
Abstract
The purpose of this study is to investigate the effects of blended learning pre-task activities and learners’ self-regulation on Korean college students’ speaking skills and their perceptions of blended-learning pre-task activities. The participants were 42 EFL students from a university in Gyeonggi-do, Korea and they were divided into three groups: a blended-learning group (n=13), a blended-learning and self-reflection group (n=15), and a control group (n=14). The experiment was administered during the spring semester of the 2018 academic year. The major findings from the study are as follows: First, the blended-learning pre-task activity followed by self-reflection was the most effective in enhancing students’ English speaking skills, whereas the blended-learning and the face-to-face classroom activities showed beneficial and equal effects on the improvement of the speaking skills. Second, the self-regulated learning of the experimental group learners proved to be a key factor in the success of the blended learning. Third, the participants of the experimental groups responded positively to their experience of blended-learning pre-task activities. The findings indicate that blended learning pre-tasks and self-reflection activities need to be integrated into the teaching of English speaking to overcome the limitations of the EFL contexts.
참고문헌 (52)
- 김용석, "대학 교양영어 수업에 거꾸로 수업(flipped class) 교수법 적용 후 정서적 경험, 학업성취도와 수업 만족도 측면에서의 효과", Foreign Languages Education, 22(1), pp.227~254 (2015), 한국외국어교육학회
- 김현정, "블렌디드 러닝 프로그램이 중학생의 영어 성취도에 미치는 효과", 중등영어교육, 7(3), pp.49~74 (2014), 한국중등영어교육학회
- 소리, "University Students’ Perspectives and Voices on L2 Writing in Blended Learning", 외국어교육연구, 32(1), pp.79~107 (2018), 외국어교육연구소[DOI]
- 이지혜, "자기결정성 학습동기, 메타인지, 자기주도적 학습능력 및 학습몰입과 학업성취 간의 구조적 관계", 교육학연구, 48(2), pp.67~92 (2010), 한국교육학회
- Bachman, L., "Fundamental considerations in language testing" (1990), Oxford. University Press
- Bachman, L. & Palmer, A., "Language testing in practice" (1996), Oxford University Press
- Bergmann, J., "Flip your classroom: Reach every student in every class every day" (2012), International Society for Technology in Education
- Bersin, J., "The blended learning handbook" (2004), Jossey-Bass
- Boekaerts, M., "How far we moved toward an integration of theory and practice in self-regulation", Educational Psychology Review, 18, pp.199~210 (2006)
- Brown, G., "Teaching talk: Strategies for production and assessment" (1984), Cambridge University Press
- Brown, G., "Teaching the spoken language" (1983), Cambridge University Press
- Butler-Pascoe, M. E., "Technology and teaching English language learners" (2003), Allyn & Bacon
- Bygate, M., "Theoretical perspectives on speaking", Annual Review of Applied Linguistics, 18, pp.20~42 (1998)
- 차윤정, "Learners’ Perspectives and Use of Different Learning Methods on Blended Learning in English Classes", 멀티미디어 언어교육, 15(2), pp.11~40 (2012), 한국멀티미디어언어교육학회[DOI]
- 최수영, "수준별 학습이 가능한 온ㆍ오프라인 혼합형 학습이 영어 말하기 능력 신장에 미치는 효과", 멀티미디어 언어교육, 12(3), pp.229~255 (2009), 한국멀티미디어언어교육학회[DOI]
- Deci, E. L., "Curiosity and self-directed Learning: The role of motivation in education" (1981), Ablex Publishing
- Decit E. L., "Intrinsic motivation and self-determination in human behavior" (1985), Plenum Press
- Demazière, C., "The effect of introducing on-line quizzes in a virtual learning environment and implications for the flipped classroom", Paper presented at the 2015 43rd Annual Conference of the European Society for Engineering Education (2015)
- Driscoll, M., "Blended learning", E-Learning, 3(3), pp.54~56 (2002)
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Fox, M., "Keeping the blended promise", E-Learning, 3(3), pp.26~29 (2002)
- Gan, Z., "Understanding l2 speaking problems : Implications for ESL curriculum development in a teacher training institution in Hong Kong", Australian Journal of Teacher Education, 37(1), pp.42~59 (2012)
- Gardner, R. C., "Motivation variables in second language acquisition", Canadian Journal of Psychology, 13, pp.266~272 (1959)
- Gardner, R. C., "Attitudes and motivation in second language learning" (1972), Newbury House
- Goh, C. C. M., "Teaching speaking: A holistic approach" (2012), Cambridge University Press
- 한종임, "The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance", 영상영어교육, 17(2), pp.107~133 (2016), 영상영어교육학회[DOI]
- Hosni, S. A., "Speaking difficulties encountered by young EFL learners", International Journal on Studies in English Language and Literature, 2(6), pp.22~30 (2014)
- Hung, H. T., "Flipping the classroom for English language learners to foster active learning", Computer Assisted Language Learning, 28(1), pp.81~96 (2015)
- Kim, Jeong-ryeol, "Interactional Analysis in On", Off-blended Learning for a Pre-Service English Education Course Using FIAC, 2007, pp.62(1), 55~74[DOI]
- Levelt, W. J. M., "Speaking: From intention to articulation" (1989), The MIT Press
- Levy, R., "Developing blended learning resources and strategies to support academic reading : A student centred approach", Journal of Further and Higher Education, 35(1), pp.89~106 (2011)
- Luoma, S., "Assessing speaking" (2004), Cambridge. University Press
- Pintrich, P. R., "A conceptual framework for assessing motivation and self-regulated learning in college students", Educational Psychology Review, 16, pp.385~407 (2004)
- Romiszowski, A. J., "How's the e-learning baby? Factors leading to success or failure of an educational technology innovation", Educational Technology, 44(1), pp.5~27 (2004)
- Ryan, R. M., "Perceived locus of causality and internalization : Examining reasons for acting in two domains", Journal of Personality & Social Psychology, 57(5), pp.749~761 (1989)
- Sagarra, N., "Blending classroom instruction with online homework : A study of student perceptions of computer-assisted L2 learning", ReCALL, 20(2), pp.208~224 (2008)
- Schunk, D. H., "Self-efficacy, motivation, and performance", Journal of Applied Sport Psychology, 7(2), pp.112~137 (1995)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Skehan, P., "Modelling second language performance : Integrating complexity, accuracy, fluency, and lexis", Applied Linguistics, 30(4), pp.510~532 (2009)
- Sun, Y. C., "Voice blog : An exploratory study of language learning", Language Learning & Technology, 13(2), pp.88~103 (2009)
- Swain, M., "Input in second language acquisition", pp.235~253 (1985), Newbury House
- Thornbury, S., "How to teach speaking" (2005), Longman
- Thorne, K., "Blended learning: How to integrate online & traditional learning" (2003), Kogan Page Publishers
- Tsui, A. B. M., "Voices from the language classroom", pp.145~167 (1996), Cambridge University Press
- Ur, P., "A course in language teaching: Practice and theory" (1995), Cambridge University Press
- Vaughan, N., "Perspectives on blended learning in higher education", International Journal on E-Learning, 6(1), pp.81~94 (2007)
- Walker, A., "Technology enhanced language learning: Connecting theory and practice" (2013), Oxford University Press
- Webb, M., "Does the flipped classroom lead to increased gains on learning outcomes in ESL", EFL contexts?, 2016, pp.28(1), 39~67
- Winne, P. H., "Handbook of self-regulation", pp.531~566 (2000), Academic Press
- Yuan, F., "The effects of pre‐task planning and on‐line planning on fluency, complexity and accuracy in L2 monologic oral production", Applied Linguistics, 24(1), pp.1~27 (2003)
- Zimmerman, B. J., "A social cognitive view of self-regulated academic learning", Journal of Educational Psychology, 81, pp.329~339 (1989)
- Zimmerman, B. J., "Handbook of self-regulation", pp.13~39 (2000), Academic Press