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국내 한 대학 학생들이 경험한 마음챙김 호흡훈련이 영어 읽기이해도 및 정의적 영역에 미치는 영향에 관한 연구

The effect of mindfulness breathing practices on the reading comprehension and affective factors of Korean EFL college students

차현지|김성희
교육연구소 (CNU Research Institute of Education)|2023.02|교육문화연구 (Journal of Education & Culture)|제29권 제1호|pp. 161-185|DOI 10.24159/joec.2023.29.1.161

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키워드

자기효능감self-efficacyreading comprehensionreading anxietyEFL college students마음챙김 호흡훈련읽기이해도과업몰입도읽기불안감mindfulness breathing practicetask engagement

초록

본 연구는 마음챙김 호흡훈련이 영어를 외국어로 배우는 한 한국 대학 학생들의 영어 읽기이해도 및 읽기와 관련한정의적 영역인 읽기불안감, 과업몰입도 및 자기효능감에 미치는 영향을 알아보기 위해 시행되었다. 연구 대상은인천의 한 대학의 교양과목인 “학술영어”를 2021년 가을학기에 수강한 50명의 남, 여학생들이었다. 이들 중 마음챙김호흡훈련 그룹은 28명으로 12주에 걸쳐 수업 전 각 10분씩 훈련을 시행하였으며 통제그룹은 22명으로 동일한 수업에참여했으나 호흡훈련은 실행하지 않았다. 실험 전후로 각 2회의 자기기재 방법의 설문조사로 읽기 불안감, 자기효능감, 과업몰입도 결과를 얻었고, 영어 읽기이해도는 모의 TOEIC RC를 통해 2회 측정하였으며, 3명의 학생이 인터뷰에참여하여 질적연구자료를 얻을 수 있었다. 두 그룹의 자료를 사전과 사후를 비교 분석한 결과, 마음챙김 호흡그룹과통제그룹 모두 12주후에 자기효능감, 과업몰입도에서 일정 수준이 향상되었으며, 읽기불안감도 역시 약간 줄어들었으나그룹 간의 유의미한 차이는 없었다. 읽기이해도에서만 실험그룹이 유의미한 향상이 있었으며 이는 기존의 몇몇 연구에서도 마음챙김 호흡훈련을 경험한 성인 외국어 학습자들의 결과와도 비슷하다. 인터뷰를 통해서 마음챙김 호흡훈련이영어읽기에 대해 미치는 효과에 대해서 참여자들 마다 다르게 인지하고 있었으며 학습분야에서 다양하게 응용하는모습을 보였다. 이 연구를 통해 마음챙김 호흡훈련이 언어학습자들의 영어읽기에 유의미한 차이를 내는 효과를 볼수 있었으며 질적연구를 통해서는 다른 학습 분야 및 일상생활에도 적용하여 효과적으로 응용할 수 있음을 알 수있었으며, 앞으로 마음챙김과 제2 언어교육 관련한 더 많은 연구가 필요함을 시사한다.

Abstract

This study examined the impact of mindfulness breathing practices on the reading anxiety, self-efficacy, task engagement, and reading comprehension of Korean EFL college students. Participants were 50 students, both male and female, in an academic English class at a university in Incheon, Korea, in the 2021 fall semester. Data included pre- and post-test surveys, pre- and post-mock-TOEIC-RC scores to measure comprehension, and student interviews. Of the total, 28 students engaged in 10-minute weekly mindfulness breathing training for 12 weeks, whereas 22 students of the control group following the same class syllabus did not receive any breathing training. Analysis of the data indicated no significant differences in reading anxiety, self-efficacy, and task engagement at post-test between the mindfulness breathing and the control groups, but significantly higher scores on reading comprehension in the mindfulness breathing group. Student interview data showed how participants perceived the mindful breathing practice differently and applied it in daily life. Directions for future research are also provided.

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관련 논문AI추천

Mindfulness, Reading Anxiety, and Self-Efficacy of Korean EFL College Students김성희한국영어영문학회 · 영어영문학2021 · 제26권 제2호Mindfulness and English Language Learning Proficiency: Insights from Korean EFL High School Students마지현, 조영아대한영어영문학회 · 영어영문학연구2024 · 제50권 제2호Effects of Think-aloud with Feedback on College EFL Reading Comprehension마선미한국영어교과교육학회 · 영어교과교육2019 · 제18권 제2호앱(App)기반 마음챙김 호흡 프로그램의 적용효과 : 중학생의 불안과 마음챙김 주의 및 알아차림을 중심으로성나경, 이우경교육연구소 · 교육문화연구2023 · 제29권 제2호영자신문 읽기 활동이 대학생들의 읽기 불안에 미치는 영향김무학, 김병선과학교육연구소 · 교사교육연구2022 · 제61권 제2호마음챙김기반 읽기중재가 학습장애 학생의 주의집중행동 및 읽기유창성에 미치는 효과권미영특수교육재활과학연구소 · 특수교육재활과학연구2015 · 제54권 제2호

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