과업중심의 소집단 협동학습을 통한 대학생들의 영어독해력 향상 방안
The effect of using Task-Based Instruction in small cooperative groups on English reading comprehension of university students
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초록
This study was designed to demonstrate the effect of using TBI in small cooperative groups of university students. For the study, the research was implemented for 16 weeks with 80 university students. The subjects were engaged in small cooperative group activities during their English reading classes. The groups met on a regular basis for one semester. For these study two groups, at the same level of English ability, were observed and tested. The first group, the experimental class, was guided in performing small group reading activities to complete their task. The group activity was student-centered. Students participated in their group work actively and cooperatively. The second group, the controlled class, was teacher-centered. In this class the same information was taught but students were not separated into small groups. The results of this study are as follows: First, the students in the experimental class significantly improved their reading ability by using TBI in small cooperative groups. Second, these students showed increasing ability in self-directed learning more than that of the controlled class. This study showed that implementing TBI in small cooperative groups would benefit Korean university students’ in improving their reading proficiency.
Abstract
This study was designed to demonstrate the effect of using TBI in small cooperative groups of university students. For the study, the research was implemented for 16 weeks with 80 university students. The subjects were engaged in small cooperative group activities during their English reading classes. The groups met on a regular basis for one semester. For these study two groups, at the same level of English ability, were observed and tested. The first group, the experimental class, was guided in performing small group reading activities to complete their task. The group activity was student-centered. Students participated in their group work actively and cooperatively. The second group, the controlled class, was teacher-centered. In this class the same information was taught but students were not separated into small groups. The results of this study are as follows: First, the students in the experimental class significantly improved their reading ability by using TBI in small cooperative groups. Second, these students showed increasing ability in self-directed learning more than that of the controlled class. This study showed that implementing TBI in small cooperative groups would benefit Korean university students’ in improving their reading proficiency.
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