Perceptions and Approaches of TOEIC Speaking Classes by University Students from Different Academic Disciplines
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The purpose of this study was to investigate whether there were any differences in perceptions and approaches of university students from different academic disciplines regarding English speaking and the TOEIC Speaking preparation classes they took. A total of 32 students at a local university in Busan participated in the study. The data were collected through a questionnaire containing 21 closed questions and 7 open-ended questions, student interviews, and students’ test results. Descriptive statistics was employed to analyze closed questions and results of students’ mid-term and final examination; and content analysis was chosen for analyzing open-ended questions. The analysis results presented some differences and commonalities among the two groups of the students. Despite their higher language proficiency level, Humanities students did not perform better in class performance and the tests due to their low motivation toward and interest in the class. It was also found that the different evaluation systems (Pass/Non-Pass vs. Letter-Graded) implemented to each class had an impact on the students’ perceptions and achievement. Finally, parts of the TOEIC Speaking Test that caused difficulties were identified by the students and their own learning strategies were collected and provided for future teaching.
Abstract
The purpose of this study was to investigate whether there were any differences in perceptions and approaches of university students from different academic disciplines regarding English speaking and the TOEIC Speaking preparation classes they took. A total of 32 students at a local university in Busan participated in the study. The data were collected through a questionnaire containing 21 closed questions and 7 open-ended questions, student interviews, and students’ test results. Descriptive statistics was employed to analyze closed questions and results of students’ mid-term and final examination; and content analysis was chosen for analyzing open-ended questions. The analysis results presented some differences and commonalities among the two groups of the students. Despite their higher language proficiency level, Humanities students did not perform better in class performance and the tests due to their low motivation toward and interest in the class. It was also found that the different evaluation systems (Pass/Non-Pass vs. Letter-Graded) implemented to each class had an impact on the students’ perceptions and achievement. Finally, parts of the TOEIC Speaking Test that caused difficulties were identified by the students and their own learning strategies were collected and provided for future teaching.
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