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An investigation of the effects of pedagogical agents on listening anxiety and listening comprehension

고영아
한국영어교과교육학회 (The Korea English Education Society)|2012.04|영어교과교육 (Journal of the Korea English Education Society)|제11권 제1호|pp. 83-111|DOI 10.18649/jkees.2012.11.1.83

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참고문헌

키워드

듣기불안감pedagogical agentcomputer-based language learninglistening anxietylistening comprehension컴퓨터를 이용한 언어 학습듣기이해

초록

This study explored the impact of pedagogical agents in computer-based listening instruction on EFL students’ listening anxiety and listening comprehension. The recent trend in the use of computer-based instruction for foreign language learning, coupled with the need for integrating social interaction into language instruction, provides a foundation for the study. Students’ learning experiences with or without a pedagogical agent were compared. Data were collected both quantitatively and qualitatively by using questionnaires and surveys. Although there were no statistical differences between the groups, findings from the survey illuminated possible explanations for the lack of statistical differences, which led to a deeper understanding of students’ learning experiences. Students who worked with pedagogical agents also showed positive reactions towards pedagogical agents that could be considered for future research. The findings from the survey also offered suggestions regarding what aspects of pedagogical agents should be kept or improved for language learning. These findings could suggest practical and theoretical implications for using pedagogical agents in foreign language education.

Abstract

This study explored the impact of pedagogical agents in computer-based listening instruction on EFL students’ listening anxiety and listening comprehension. The recent trend in the use of computer-based instruction for foreign language learning, coupled with the need for integrating social interaction into language instruction, provides a foundation for the study. Students’ learning experiences with or without a pedagogical agent were compared. Data were collected both quantitatively and qualitatively by using questionnaires and surveys. Although there were no statistical differences between the groups, findings from the survey illuminated possible explanations for the lack of statistical differences, which led to a deeper understanding of students’ learning experiences. Students who worked with pedagogical agents also showed positive reactions towards pedagogical agents that could be considered for future research. The findings from the survey also offered suggestions regarding what aspects of pedagogical agents should be kept or improved for language learning. These findings could suggest practical and theoretical implications for using pedagogical agents in foreign language education.

참고문헌 (59)

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