High School Teachers’ Needs for DDL Materials: Appropriate Amount of Concordance Input
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This is a companion paper to the previous study (Chun, 2015) on how to construct appropriate Data-driven learning (DDL) materials. As basic research for developing materials for low proficiency EFL learners, it presents the study by exploring high school teachers’ needs toward the materials, and is limited to appropriate numbers of citations when doing DDL activity in the classroom. Over the past decades, increased attention has been paid with regard to paper-based DDL materials for language learners. However, few studies suggest practical guidelines on how to develop the materials. This study particularly focused on teachers’ suggestions regarding an appropriate amount of concordance input, which is an essential factor in development of the materials. It followed 28 Korean high school teachers of English in order to analyze their needs regarding the developed materials. Data collected from the survey and follow-up interviews were used. Results reveal that teachers’ needs for numbers of citations were diverse and dependent on learning settings, e. g. for individuals or groups. They preferred more citations for group work and fewer for individual work. The study provides practical information for appropriate numbers of citations at least required for DDL activity in the secondary classroom.
Abstract
This is a companion paper to the previous study (Chun, 2015) on how to construct appropriate Data-driven learning (DDL) materials. As basic research for developing materials for low proficiency EFL learners, it presents the study by exploring high school teachers’ needs toward the materials, and is limited to appropriate numbers of citations when doing DDL activity in the classroom. Over the past decades, increased attention has been paid with regard to paper-based DDL materials for language learners. However, few studies suggest practical guidelines on how to develop the materials. This study particularly focused on teachers’ suggestions regarding an appropriate amount of concordance input, which is an essential factor in development of the materials. It followed 28 Korean high school teachers of English in order to analyze their needs regarding the developed materials. Data collected from the survey and follow-up interviews were used. Results reveal that teachers’ needs for numbers of citations were diverse and dependent on learning settings, e. g. for individuals or groups. They preferred more citations for group work and fewer for individual work. The study provides practical information for appropriate numbers of citations at least required for DDL activity in the secondary classroom.
참고문헌 (56)
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