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대학 비교과 영어 프로그램의 효과 사례연구: 원어민교수 수업을 중심으로
하명애(Ha Myeongae) 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.2
This study aims to find out the effects of extracurricular English programs in college education, focusing on native-English speaking instructors’ classes. These programs were designed to help college students improve their English communication skills through extracurricular courses taught by native-English instructors over an eight-week period. Both quantitative and qualitative research has been performed in this study. A survey of 96 students was conducted and the participants’ English competence was measured by interviews with native-English instructors both prior to and at the end of the programs. Data was also collected by students’ journals and from interviews with both students and instructors. The results show that the extracurricular English programs help students achieve better communication skills. As extracurricular English programs were not compulsory, the instructors claimed that the students who participated in the programs showed higher academic motivation. On the other hand, since there were neither evaluations nor obligations for the programs, instructors had difficulty in effectively managing their classrooms and controlling students’ absences. The study suggests the need for further research on the extracurricular English programs, such as connecting evaluations to the regular courses as well as level-differentiated classes for helping students achieve higher levels of English proficiency.
하명애(Ha, Myeongae) 새한영어영문학회 2017 새한영어영문학 Vol.59 No.1
This study aims to investigate the level-differentiated college English classes in college, in particular with the case of A university located in a provincial area. To achieve the goal of this research, both quantitative and qualitative research has been performed. For the quantitative research, the researcher conducted a survey of 164 students from two different levels of classes(48 from higher level classes and 116 from lower level classes). For the qualitative research, interviews with 4 professors were analyzed. Most of the students participated in the research have low level of English proficiency, having TOEIC scores between 300s and 400s. The results show that the number of higher level classes is much fewer than lower level classes. Even some students who were assigned to register higher level classes avoided registering higher level classes because they did not think they were higher level students. Also students were very concerned about the evaluation regardless of their levels. Higher level students were more positive toward professors, English learning attitude, and self-evaluation of English studying. This research suggests the needs for programs that enhance lower level students’ learning attitude and motivation as well as basic English skills.