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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION> 특수목적영어(ESP) 상황에서 과업기반 행정영어 수업 사례연구

KCI등재

특수목적영어(ESP) 상황에서 과업기반 행정영어 수업 사례연구

A Case Study on Task-based Public Administration English Teaching in an ESP Context

정행 ( Jung¸ Haeng )
  • : 글로벌영어교육학회
  • : STUDIES IN ENGLISH EDUCATION 26권3호
  • : 연속간행물
  • : 2021년 09월
  • : 399-422(24pages)
STUDIES IN ENGLISH EDUCATION

DOI

10.22275/SEE.26.3.02


목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론 및 제언
참고문헌

키워드 보기


초록 보기

This study aims to design a Public Administration English syllabus based on task-based language teaching and examine the effects on students’ Public administration English performance abilities and learning attitudes after implementing the syllabus for a 15-week semester in an ESP Public Administration English course. The syllabus consists of eleven communicative tasks related to public administration job performance. Eleven tasks were developed in domains of 4 themes (theme 1: office conversation, theme 2: overseas business travel, theme 3: business correspondence and forms, theme 4: presentation) reflecting 22 Public Administration major students’ needs for Public Administration English learning. The eleven tasks were also sequenced depending on difficulty level factoring in task types (information gap, opinion exchange, decision making, problem solving), task contents (general, job specific), task cognitive skills (fact, inference, evaluation), task familiarity (task repetition). Data were collected through task performance assessments on 6 points (6: super, 5: advanced, 4: medium upper, 3: medium low, 2: low upper, 1: low) in terms of 3 evaluation criteria (task completion, fluency, accuracy) to measure students’ task performance abilities, and also through class evaluation survey of 10 questionnaire items in 3 domains (learning effects, tasks, learning attitudes) to investigate students’ perceptions. Data analysis results and findings suggest several educational implications for task-based ESP classes to contribute to the development of students’ English capabilities as well as job related performance abilities.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1226-3451
  • :
  • : 학술지
  • : 연속간행물
  • : 1996-2021
  • : 626


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26권4호(2021년 12월) 수록논문
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1English Learners' Orientations Towards Complexity, Accuracy, and Fluency: Learner Factors and L2 Writing Performance

저자 : Minyoung Cho

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 4호 발행 연도 : 2021 페이지 : pp. 507-531 (25 pages)

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Complexity, accuracy, and fluency (CAF) represent distinctive dimensions of language development, which have been widely used to assess learners' task performance. Despite much attention to CAF constructs in research, little is known about how they are perceived by L2 learners. This study examines what CAF-specific orientations learners possess as they relate to their motivational self and anxiety, and it further explores how learners' CAF orientations affect their L2 writing performance. Fifty-one Korean learners of English completed a questionnaire that gauged learners' orientations towards CAF constructs. They also performed simple and complex writing tasks with a one week interval. The participants' responses were submitted to factor analysis, and the writing performance was assessed in terms of CAF measures. The results revealed the convergence of learners' CAF orientations, suggesting that the CAF triad exists as a unitary construct for L2 learners. Also, the participants' CAF-orientation did not affect their writing performance in either simple or complex tasks.

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2Examining Korean EFL Learners' Reactions Using Audience Response Systems in Vocabulary Learning

저자 : So-hee Kim

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 4호 발행 연도 : 2021 페이지 : pp. 533-558 (26 pages)

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Developing technology provides more learning opportunities than ever before to support a game training environment for language education. It can enhance language experience for learners in constructing knowledge to acquire language through gamified audience response systems. Considering vocabulary is a critical component of English language learning, it is vital to find effective ways of incorporating technology into learning. More importantly, understanding language learners' reactions are a crucial factor for positive learning effects as they lead to effective teaching strategies. Thus, this study examined 244 Korean EFL university learners' reactions towards three gamified response programs―Socrative, Kahoot, and Quizlet―in vocabulary learning. Participants joined eight game activities, consisting of five activities for individual play and three for group play. This study also introduced how an instructor can create game activities and how language learners interact through three audio response systems (ARS) with free-to-play web browser games. The results showed that most participants responded positively to using gamified ARS programs, and the participants who were of a higher English level preferred to use game learning slightly more. In addition, all participants showed different attitudes for their preferred ARS program and the game activities for both individual and group play.

KCI등재

3The Effects of an English Public Speaking Course on Critical Thinking Dispositions of Chinese EFL University Students

저자 : Mengxue Zhang , Na-young Kim

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 4호 발행 연도 : 2021 페이지 : pp. 559-596 (38 pages)

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This study aims to explore the effects of an English public speaking (EPS) course on Chinese EFL university students' critical thinking dispositions (CTD) according to their proficiency levels. 115 freshmen from a university in China participated in this current study and they were randomly divided into one experimental group (n = 55) and one control group (n = 60). According to the scores of TOEIC listening, the participants were grouped into three proficiency levels - low-level, intermediate-level and high-level. During the sixteen-week treatment, the experimental group was required to take the EPS course while the control group took a traditional English speaking course. To confirm the effects of the EPS course, pre- and post-tests regarding the CTD were conducted. The results of the independent t-tests revealed that the EPS course had positive effects on enhancing the CTD of Chinese EFL students regardless of their English proficiency levels. The results of the one-way ANOVA demonstrated that students with higher proficiency levels improved more significantly regarding all the dimensions of CTD. Based on the results, several pedagogical implications are made.

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4플립러닝을 활용한 영어 말하기 수업이 학습자들의 영어 말하기 불안과 말하기 실력 향상에 미치는 영향

저자 : 진승희 ( Jin Seunghee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 4호 발행 연도 : 2021 페이지 : pp. 597-625 (29 pages)

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This study aims to investigate the effects of implementing flipped learning into an EFL speaking class on Korean EFL undergraduate learners' speaking anxiety and speaking skills. 48 Korean EFL learners participated in this study and they were assigned to an experimental group and a control group. Over a semester, the experimental group of 25 students engaged in flipped learning, while the control group of 23 students participated in traditional EFL instruction. To collect data of this study, 1) a pre- and post-test on speaking abilities and 2) a pre- and post-questionnaire on the participants' speaking anxiety were administered for each group. The results showed that the flipped classroom was more effective than the traditional classroom in terms of increasing the participants' speaking proficiency. In addition, flipped learning in the EFL speaking class effectively decreased the participants' speaking anxiety. This study suggests that incorporating flipped learning into the EFL classroom is beneficial for anxious learners who suffer from speaking anxiety in terms of effectively lowering their speaking anxiety and developing their speaking skills.

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5영어 글쓰기 능력, 편향성, 채점시간이 예비 영어교사들의 채점 신뢰도에 미치는 영향

저자 : 장소영 ( Jang So Young ) , 박묘영 ( Park Myo Young )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 4호 발행 연도 : 2021 페이지 : pp. 627-656 (30 pages)

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This study aims to investigate the rating performance of Korean pre-service secondary school English teachers. Twenty-seven secondary student teachers participated in both self and peer rating sessions because they scored 27 essays after they had written a one-page essay with the given topic. They were asked to make comments on essays, and rating time for each essay they spent right after they finished scoring each assessment criterion. The results exhibited that, first, most of the participants did consistently assign their scores, but no statistically significant association was found between their writing ability and their consistency in scoring. Second, some biases on self and peer rating were found. Participants showed that they tended to score the essays at the higher levels of proficiency more severely. On the contrary to this, they were likely to assign more lenient scores to the essays at the lower levels of proficiency. Third, the length of the rating time they spent was not directly related to maintaining intra-rater reliability. The findings of this study have some educational implications for training pre-service teachers.

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1The Use of Interactive Functions through an Online Group Oral Discussion Test

저자 : Huijin Yang

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 369-398 (30 pages)

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This study attempted to explore the interactive functions of initiating, responding, developing, and collaborating that occurred during an online group oral discussion test. A total of nine university students were assigned to low, intermediate, and advanced level groups and participated in a 30-minute discussion without given topics. Transcripts of the discussion were used to code interactive functions, and individual interviews were conducted to take a closer look at the interactive functions that took place during the discussion. This study also analyzed how much each group differed in their use of interactive functions. Results were as follows: (i) the number of interactive functions used was not related to English proficiency level. Rather, particular interactive functions were frequently used by groups of each level, (ii) the factors that influenced the discussion seemed to be personalities and common interests in topics, and (iii) a majority of participants showed positive perspectives in terms of their view on taking an online group oral discussion test. Also reported in this article are participants' individual perspectives on the use of online group oral discussion tests. Findings have implications for the development and implementation of appropriate online group oral discussion tests and discussions in the EFL environment.

KCI등재

2특수목적영어(ESP) 상황에서 과업기반 행정영어 수업 사례연구

저자 : 정행 ( Jung¸ Haeng )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 399-422 (24 pages)

다운로드

(기관인증 필요)

초록보기

This study aims to design a Public Administration English syllabus based on task-based language teaching and examine the effects on students' Public administration English performance abilities and learning attitudes after implementing the syllabus for a 15-week semester in an ESP Public Administration English course. The syllabus consists of eleven communicative tasks related to public administration job performance. Eleven tasks were developed in domains of 4 themes (theme 1: office conversation, theme 2: overseas business travel, theme 3: business correspondence and forms, theme 4: presentation) reflecting 22 Public Administration major students' needs for Public Administration English learning. The eleven tasks were also sequenced depending on difficulty level factoring in task types (information gap, opinion exchange, decision making, problem solving), task contents (general, job specific), task cognitive skills (fact, inference, evaluation), task familiarity (task repetition). Data were collected through task performance assessments on 6 points (6: super, 5: advanced, 4: medium upper, 3: medium low, 2: low upper, 1: low) in terms of 3 evaluation criteria (task completion, fluency, accuracy) to measure students' task performance abilities, and also through class evaluation survey of 10 questionnaire items in 3 domains (learning effects, tasks, learning attitudes) to investigate students' perceptions. Data analysis results and findings suggest several educational implications for task-based ESP classes to contribute to the development of students' English capabilities as well as job related performance abilities.

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3온라인 수업 방식에 따른 영어 향상과 학습자 인식: 실시간 화상수업과 동영상수업 효과 비교

저자 : 김규미 ( Kim , Gyoomi , 배지영 ( Bae¸ Jiyoung )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 423-451 (29 pages)

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This study aims to compare the effects of two different online teaching methods within university English classes during COVID-19: asynchronous video class vs. synchronous real-time class. To do so, 71 participants were divided into two groups; one performed asynchronous (ASYN) class using video lectures prepared and uploaded by the instructor, and the other performed synchronous (SYN) class in which they met with the instructor via Zoom, a video conferencing platform. The improvement of English reading ability was measured and compared with pre-mid-post tests, and learner perception was examined with a 5-point Likert scale questionnaire. The results revealed that the SYN group showed higher test scores than the ASYN group and gradually improved, which were statistically significant. In addition, the SYN group perceived online classes more positively than the ASYN group, and in particular, students in the SYN group gained higher scores of satisfaction and learning attitude. Based on comparisons of two online teaching methods, this study concluded that synchronous online classes using video conferencing platforms were effective as a teaching method that replaced classroom lectures in terms of interaction and a sense of reality. Pedagogical implications are discussed for online distance learning in the post-corona era.

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4영어 학습자들의 온라인 기반 영어 쓰기 자동 피드백 프로그램 사용에 대한 인식 및 학습 전략 연구

저자 : 김남희 ( Kim¸ Namhee ) , 정미애 ( Jung¸ Mie-ae )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 453-483 (31 pages)

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This study explored how English learners perceive an automated feedback program, Grammarly. and how they use it for their English learning. A total of fifty-seven university students participated in the study. They were asked to report their reflections on corrective feedback on their English compositions provided by Grammarly and their strategies of using the program for their English learning. The students reported grammar errors, vocabulary errors, and punctuation errors. It was found that Grammarly was useful for checking grammar. Furthermore, they suggested a variety of English learning strategies using an automated feedback program for their English learning. Pedagogical implications are discussed based on the results.

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5멀티미디어 온라인 게시판 Padlet의 학습 효과성에 대한 대학생 학습자들의 인식

저자 : 전수인 ( Chun¸ Sooin )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 26권 3호 발행 연도 : 2021 페이지 : pp. 485-506 (22 pages)

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This study examines college students' perceptions of the learning effectiveness of multimedia bulletin boards. Through various online bulletin board activities using multimedia, the research investigated how students perceived the learning effect of this type of online tool, Padlet. Fifty-four first-year students performed five different posting activities using Padlet and responded to the questionnaire about the learning advantages they recognized. Their responses were analyzed both quantitatively and qualitatively. The concepts of learning effectiveness of Padlet activities were coded and classified into three categories: emotional, cognitive, and social constructivist. Results showed that students mentioned emotional factors the most, followed by social constructivist factors. The students described that posting activities using multimedia increased their learning motivation; they could effectively share their thoughts with other students and better understand their peers'ideas. Their perception of the cognitive domain related to the improvement of language ability was the least. students are expected to improve the cognitive skills related to language learning if they are provided with appropriate activities according to learning topics.

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