The Motivation to Learn English in a Telematic Art Class
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This study explored the motivational factors for English study in art major students who participated in telepresence system-assisted art classes with native English-speaking artists. The value of this study lies in the possibility that if managed properly, telematic classes of the future can be highly motivating for English study even though they may not be English classes per se. Nineteen college students who were currently enrolled in telematic art educational programs participated in a survey and in-depth interviews were conducted with three students and three professors who are involved in telematic classes. The results showed that there are important implications for future English classes: 1) Telematic classes in the major field which use English may provide much motivation for English study but only if there is genuine interaction with English-speaking peers from other countries. 2) When the entire content is translated, the motivation may be diminished. 3) When the classes are connected with more rigorous opportunities abroad, the motivation is increased exponentially. 4) There are implications for English instructors to collaborate with those of other majors in order to establish a curriculum that provides synergy in nurturing global competency for the learners.
Abstract
This study explored the motivational factors for English study in art major students who participated in telepresence system-assisted art classes with native English-speaking artists. The value of this study lies in the possibility that if managed properly, telematic classes of the future can be highly motivating for English study even though they may not be English classes per se. Nineteen college students who were currently enrolled in telematic art educational programs participated in a survey and in-depth interviews were conducted with three students and three professors who are involved in telematic classes. The results showed that there are important implications for future English classes: 1) Telematic classes in the major field which use English may provide much motivation for English study but only if there is genuine interaction with English-speaking peers from other countries. 2) When the entire content is translated, the motivation may be diminished. 3) When the classes are connected with more rigorous opportunities abroad, the motivation is increased exponentially. 4) There are implications for English instructors to collaborate with those of other majors in order to establish a curriculum that provides synergy in nurturing global competency for the learners.
참고문헌 (13)
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