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실시간 화상 영어 수업에서 니어팟(Nearpod)을 활용한 문화교육에 대한 대학생들의 인식과 태도연구

A Study on University Students’ Perceptions and Attitudes toward Learning Culture Using Nearpod in Real-time Online English Classes

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초록

This study aimed to investigate the effects of Nearpod, an online education platform, on learners' perceptions and attitudes toward learning culture in real-time online English classes. Over the course of one semester, 12 Nearpod lessons were conducted, involving 60 participants enrolled in university English classes. Data collection involved various surveys and questionnaires: background surveys, questionnaires assessing students' intercultural communicative competence, and surveys evaluating perceptions and attitudes towards the use of Nearpod for teaching culture and English. It also included qualitative semi-structured online interviews to complement the questionnaire findings. Data analysis was conducted using SPSS statistics. The findings revealed that utilizing Nearpod for teaching culture in university English classes positively influenced students' perceptions of improving intercultural communication competence and enhancing their English proficiency. Moreover, the integration of Nearpod in cultural learning stimulated interest and engagement in English learning, leading to class satisfaction. This study suggests that educational institutions and instructors prioritize effective cultural learning in university English classes, explore online education platforms to enhance student engagement, and build a digital educational environment. Furthermore, diverse activities aimed at motivating and engaging students for cultural learning in university English classes should be tailored for online education platforms to effectively meet educational objectives.

Abstract

This study aimed to investigate the effects of Nearpod, an online education platform, on learners' perceptions and attitudes toward learning culture in real-time online English classes. Over the course of one semester, 12 Nearpod lessons were conducted, involving 60 participants enrolled in university English classes. Data collection involved various surveys and questionnaires: background surveys, questionnaires assessing students' intercultural communicative competence, and surveys evaluating perceptions and attitudes towards the use of Nearpod for teaching culture and English. It also included qualitative semi-structured online interviews to complement the questionnaire findings. Data analysis was conducted using SPSS statistics. The findings revealed that utilizing Nearpod for teaching culture in university English classes positively influenced students' perceptions of improving intercultural communication competence and enhancing their English proficiency. Moreover, the integration of Nearpod in cultural learning stimulated interest and engagement in English learning, leading to class satisfaction. This study suggests that educational institutions and instructors prioritize effective cultural learning in university English classes, explore online education platforms to enhance student engagement, and build a digital educational environment. Furthermore, diverse activities aimed at motivating and engaging students for cultural learning in university English classes should be tailored for online education platforms to effectively meet educational objectives.

참고문헌 (24)

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