4차 산업혁명 시대의 미래 영어교육에 대한 영어교사의 인식 및 태도 연구
A study on the perceptions and attitudes of English teachers toward the future of English education in the era of the 4th Industrial Revolution
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The purpose of this paper was to investigate English teachers’ perceptions and attitudes toward English education in the era of the 4th Industrial Revolution. A total of 156 primary, secondary, and pre-service English teachers responded to an online survey that included questions mainly addressing the respondents’ understanding of the 4th Industrial Revolution, and their expectations about how it will affect the future of English education and the roles of English teachers. The analysis of the survey data revealed some intriguing results. For instance, while the respondents in this study were found to be concerned about the future of English education, they tended to show positive expectations about it at the same time. Also, they expected that English education should change in a more positive and substantive way to help students succeed in developing communicative skills in English. More detailed findings are discussed along with some implications for pedagogy.
Abstract
The purpose of this paper was to investigate English teachers’ perceptions and attitudes toward English education in the era of the 4th Industrial Revolution. A total of 156 primary, secondary, and pre-service English teachers responded to an online survey that included questions mainly addressing the respondents’ understanding of the 4th Industrial Revolution, and their expectations about how it will affect the future of English education and the roles of English teachers. The analysis of the survey data revealed some intriguing results. For instance, while the respondents in this study were found to be concerned about the future of English education, they tended to show positive expectations about it at the same time. Also, they expected that English education should change in a more positive and substantive way to help students succeed in developing communicative skills in English. More detailed findings are discussed along with some implications for pedagogy.
참고문헌 (35)
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