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Coaching for Korean University Students’ English Speaking and Self-Directed Language Learning: A Blended Learning Approach

조영우|이영주
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2017.03|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제20권 제1호|pp. 82-108|DOI 10.15702/mall.2017.20.1.82

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참고문헌

키워드

blended learningspeakingcoachingself-directed language learningself-directed English learning
주제분류영어와문학

초록

This study reports on coaching for English speaking and self-directed language learning (SDLL) conducted in a blended learning environment. Twenty-eight Korean university students participated in a 13-week English coaching program. The learners completed an English speaking pre-test and a questionnaire on SDLL capacity. Then, they practiced English speaking independently using computer software and interacted with a coach as a group on a weekly basis. There were two groups. Group 1 received questions revolving around their personal lives in relation to the English stories they read online. In contrast, Group 2 learners were given questions to deepen their understanding of the stories. Both groups were told to keep a weekly planner and a journal to raise their SDLL awareness. Finally, the learners completed an English speaking post-test, the SDLL questionnaire, and two exit questionnaires. The results indicated that 60.71% of the learners improved their speaking ability, but only 39.29% improved their SDLL capacity. Group 2 improved speaking more than Group 1. The exit questionnaires revealed, however, that Group 1 felt more improvement in speaking than Group 2. Further analysis found that depending on question type, learner perceptions of their coaching experience differed.

Abstract

This study reports on coaching for English speaking and self-directed language learning (SDLL) conducted in a blended learning environment. Twenty-eight Korean university students participated in a 13-week English coaching program. The learners completed an English speaking pre-test and a questionnaire on SDLL capacity. Then, they practiced English speaking independently using computer software and interacted with a coach as a group on a weekly basis. There were two groups. Group 1 received questions revolving around their personal lives in relation to the English stories they read online. In contrast, Group 2 learners were given questions to deepen their understanding of the stories. Both groups were told to keep a weekly planner and a journal to raise their SDLL awareness. Finally, the learners completed an English speaking post-test, the SDLL questionnaire, and two exit questionnaires. The results indicated that 60.71% of the learners improved their speaking ability, but only 39.29% improved their SDLL capacity. Group 2 improved speaking more than Group 1. The exit questionnaires revealed, however, that Group 1 felt more improvement in speaking than Group 2. Further analysis found that depending on question type, learner perceptions of their coaching experience differed.

참고문헌 (54)

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