대학 교양 영어 교실 평가 : 사례연구

표경현 한국외국어교육학회 2003 Foreign languages education Vol.10 No.2

Variables Influencing Learner Achievement and Satisfaction in a Flipped Classroom

표경현 한국중원언어학회 2017 언어학연구 Vol.0 No.43

This study was aimed at exploring variables influencing two main learning outcomes, learner achievement and satisfaction, in a flipped classroom at a university setting. The study took the learner and teacher factor into account. After literature review of relevant studies in this field, this study included independent variables, motivation, participation (before-class, while-class, and after-class participation), and teacher attitude as perceived by students collected from a survey questionnaire of 35 English-major students. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables, followed by focus group interviews. The statistical analyses produced the following results: 1) learner achievement was accounted for by one variable, before-class participation; and 2) learner satisfaction was accounted by one variable, while-class participation. Further focus group interviews corroborated that students’ online participation prior to offline classes led to a greater achievement, and that students’ active participation during class contributed most to their satisfaction in the flipped classroom while student achievement and satisfaction had a strong correlation to each other. Pedagogical implications are discussed in the paper.

Action research on integrating online instruction

표경현 팬코리아영어교육학회 2006 영어교육연구 Vol.18 No.4

Teachers` Decision-making in EFL Classroom Assessments.

표경현 팬코리아영어교육학회 2004 영어교육연구 Vol.16 No.1

Teachers spend a great deal of time with assessment, and they see the task as inevitable in school systems for many reasons. This study examines what factors influence EFL college teachers in making decisions for their classroom assessment practices. Two English teachers at the college level were interviewed and their cases were analyzed for the following research themes: teacher beliefs and values, classroom realities, and classroom goals. First, the findings indicated that the important teacher beliefs that influence decision-making in assessment include a larger philosophy of teaching and learning, wanting students to succeed, engaging and motivating students to learn, and promoting student understanding and mastery. Next, along with inadequate home environments, teachers were under great pressure to account for limited effort/inappropriate attitudes and behaviors of students, and for curriculum demands at school. The main feature of the assessment practice is that teachers are in a constant process of reaching reasonable decisions on classroom assessments, as well as reaching a balance between their beliefs about education and learning and the realities of their classroom environments. This understanding will suggest positive actions that can improve assessment practices.

Effects of Flipped Classroom on University Students’ Academic Self-Efficacy

표경현 한국중원언어학회 2018 언어학연구 Vol.0 No.49

The study aims to investigate effects of the flipped classroom on university students’ academic self-efficacy in English learning context. The research questions are: 1) What are effects of the flipped classroom on students’ academic self-efficacy?; and 2) What are students’ perceptions towards the flipped classroom? A total of 29 students participated in the quasi-experiment study. A student survey questionnaire was administered twice (before and after the flipped classroom), followed by in-depth interviews. Class observation notes were made. For data analysis, Wilcoxon matched pairs signed rank test, a non-parametric test for repeated t-test, was utilized. The results of this study revealed that the flipped classroom had a significant positive impact on students’ academic self-efficacy. The analysis of students’ narratives revealed three themes related to the flipped classroom: 1) enhanced academic self-efficacy, 2) positive meaning changes toward English class, and 3) reduced speaking anxiety. Overall, students’ perceptions showed that the flipped classroom provided them with supportive learning environment. Pedagogical and research implications are suggested.

Exploring University Students’ Perceptions of Metaverse-Based Classroom in Foreign Language Pedagogy Course

표경현 한국외국어교육학회 2022 Foreign languages education Vol.29 No.3

With the metaverse emerging as the next leap in the evolution of the Internet in the post-pandemic era, a wealth of opportunities are expected to emerge in the educational sector. As a pioneer study, this research project is aimed at exploring pedagogical values of the metaverse-based classroom in a university setting. The three research questions for this study are: 1) What are the levels of students’ overall satisfaction in metaverse-based classrooms? 2) What is the user experience of the metaverse platform? and 3) What are the strengths/weaknesses of the metaverse-based classroom as perceived by the students? Twenty university students took a foreign language pedagogy course on Gather.town in spring of 2022 for 11 weeks. Student questionnaire and focus-group interviews were conducted and data analysis revealed two major findings as follows: Firstly, both students’ overall satisfaction of the metaverse-based classroom and user experience of the metaverse platform were positive, excepting only instability problems caused by poor internet connections. Secondly, more perceived strengths than weaknesses were found of the newly adopted program: ‘a realistic classroom setting’ and ‘easy communication in multiple ways’ were mentioned as strengths while the main weakness was ‘newness.’ Pedagogical implications are discussed for teachers interested in adopting the metaverse platform for their future classrooms.

Students’ Perceptions on Homework Assignment Practice in University English Conversation Classes

표경현 팬코리아영어교육학회 2005 영어교육연구 Vol.17 No.2

To date almost no research has been reported regarding homework practice in the language teaching classrooms in Korea, with the belief that the practice is up to each individual teacher’s own decision-making as part of instruction. The present study investigated the long-ignored English teachers’ homework practices through students perception indices, found in the questionnaire, to see how students feel about their teacher’s current homework practices. The two dimensions focused on are homework practice in general, and homework delivery practice. The results revealed differential perceptions both in the homework practice and delivery practice to varying class membership. The students’ perception was heavily affected by their teacher’s idiosyncratic practice except for teachers’ behavior in reflecting homework for grades. Finally, study limitations and future research areas in relation to homework were discussed.

What Do College English Teachers Really Care about Classroom Assessment?

표경현 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.4

Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.

Students’ Perceptions on Dynamic Assessment in a College Speaking Class

표경현 한국중앙영어영문학회 2012 영어영문학연구 Vol.54 No.4

The present paper is aimed at understanding students’ perceptions on dynamic assessment (DA) and testing if DA can be used as classroom assessment validly and reliably. DA is an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective. DA was implemented as part of formative assessment in a 2011 college speaking class, with a view to promoting students’ English abilities. Twenty-four university students taking an advanced speaking class responded to a questionnaire asking their perceptions on DA applications (DA implementation methods and satisfaction over DA) and interviews. The findings reveal that, in terms of DA implementation methods, students found the frequency, number of tasks, implementation procedure, and proportion of DA reasonable and appropriate; however, they wanted longer periods of time for DA. Next, overall, students were satisfied with DA because of its high pedagogical value on their English speaking skills and assessment value to students. However, there were a few students with reserve mainly due to concern related to their grades. Based on the current study’s successful application of DA in class, more research should be directed to integrate some of psychometric constructs into DA framework for wider acceptance in the English Language Teaching (ELT) assessment area.

The Relationship between Students’ Perceptions of Teaching English through English and Their Achievement

표경현 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.1

This study aimed at investigating the relationship between students’ perceptions of teaching English through English (TETE) and their achievement at the college level. Achievement test scores were analyzed in a sample of 395 university students to look into the class-level importance of teachers' TETE quality in the determination of English reading learning. Students’ perceptions of their TETE class were collected through a questionnaire instrument. Hierarchical Linear Model (HLM) analyses showed that both of individual (placement test scores) and class (TETE) measures accounted for a good amount of the variance of students’ final scores. Student placement had a substantive influence on subsequent achievement, which was held equal in this HLM study. In addition, students' perceived TETE quality was a significant group-level influence on English achievement. The significant association between student attitudes toward the TETE classes and achievement indicated a fertile area for further research on the variables affecting achievement and student perceptions of TETE. Finally, several limitations of the study were discussed for the future study.