Korean College Students’ Beliefs about English Language Learning
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초록
Students' own learning beliefs are a critical factor which influences language learning. When post-secondary language learners believe that an activity or another instructional method is not effective for their learning, they do not learn as much as when they believe the instructional method is effective. To explore Korean students’ beliefs about English language learning, especially with regard to student- centered activities versus teacher-centered lectures, eighty one university freshmen who took English reading and grammar as a mandatory course participated in this study. They filled out a questionnaire at the end of the semester and the results show that they preferred teacher- centered lecture for learning reading and grammar while they believed that student-centered group work provided effective speaking practice. The findings are expected to guide teachers for preparing orientations or workshops to amend students’ misconceptions in order to improve their motivation about participating in student-centered activities.
Abstract
Students' own learning beliefs are a critical factor which influences language learning. When post-secondary language learners believe that an activity or another instructional method is not effective for their learning, they do not learn as much as when they believe the instructional method is effective. To explore Korean students’ beliefs about English language learning, especially with regard to student- centered activities versus teacher-centered lectures, eighty one university freshmen who took English reading and grammar as a mandatory course participated in this study. They filled out a questionnaire at the end of the semester and the results show that they preferred teacher- centered lecture for learning reading and grammar while they believed that student-centered group work provided effective speaking practice. The findings are expected to guide teachers for preparing orientations or workshops to amend students’ misconceptions in order to improve their motivation about participating in student-centered activities.
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