독해와 듣기로 부분 통합된 대학 교양영어의 학습효과 분석 = Analysis on Learning Effects of a University English Class Partially-integrating Reading and Listening Subjects.” Modern Studies in English Language & Literature

다국어 초록 (Multilingual Abstract)

The purposes of the study are to investigate learning effects of a partially-integrated two discrete skills, that is, reading and listening, English class in the university setting. The study surveyed 296 undergraduate students who take the English class. The survey contains five categories including 1) learning objectives and expectation, 2) the intention of the continual learning English, 3) the individual self-efficacy, 4) satisfaction of contents of the English class, and 5) general English learning satisfaction. It turns out that the results of high scored TOEIC and/or the College Scholastic Ability Test learners correlates their educational satisfaction well, presumably because of their high self-efficacy, and that most of the respondents appear to feel that the college English class should be more practical because the learners also hope that authorized tests such as TOEIC and TOEFL should be prepared, and that speaking skill is the most wanted by the respondents. It is also found that the learners are satisfied with the partially-integrated reading and listening English class by marking over the average point, although the class covers two textbooks in three hours per week in a semester. It is however suggested that the full integration of the two subjects into the class be explored, rather than currently putting them together, to improve the satisfaction level of the class takers. (Hanbat National University)

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