Learner Agency: Multiple Case Studies of English Speaking Learning of English Majors in China (Learner Agency: Multiple Case Studies of English Speaking Learning of English Majors in China)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 24권 / 8호 / 767 ~ 789페이지
· 저자명 : Xinxin Dai, 김정인

초록

Objectives This article delves into the ways in which three English major students, each possessing varying levels of proficiency in spoken English high, moderate, and low express their agency throughout the process of ac quiring spoken language. This exploration encompasses their experiences both within and beyond the classroom, all situated within a broader contextual framework.
Methods Qualitative research was conducted during one fall semester from September to December 2023. The researchers observed an English speaking course instructed by a Chinese female teacher. Data were collected through classroom observations, semi-structured interviews, course documents and learners’ artifacts. Data analysis was conducted with three levels of coding (open coding, axial coding, and selective coding) and the credibility was ensured with data triangulation.
Results The findings revealed that English major students, when encountering difficulties and challenges, such as pronunciation problems and limited vocabulary etc, exercised different forms of agency to address and overcome obstacles in the process of learning spoken English. Specifically, the agency forms of English major students in spoken English learning is manifested through action engagement, action adjustment, and action resistance.
Conclusions The findings and the analysis of the current study revealed that learner agency had a significant role to play in English as a foreign language classroom in a Chinese college context. Based on the thematic data analysis, this study offered some pedagogical implications for educators and teachers both at Chinese universities and beyond.

영어초록

Objectives This article delves into the ways in which three English major students, each possessing varying levels of proficiency in spoken English high, moderate, and low express their agency throughout the process of ac quiring spoken language. This exploration encompasses their experiences both within and beyond the classroom, all situated within a broader contextual framework.
Methods Qualitative research was conducted during one fall semester from September to December 2023. The researchers observed an English speaking course instructed by a Chinese female teacher. Data were collected through classroom observations, semi-structured interviews, course documents and learners’ artifacts. Data analysis was conducted with three levels of coding (open coding, axial coding, and selective coding) and the credibility was ensured with data triangulation.
Results The findings revealed that English major students, when encountering difficulties and challenges, such as pronunciation problems and limited vocabulary etc, exercised different forms of agency to address and overcome obstacles in the process of learning spoken English. Specifically, the agency forms of English major students in spoken English learning is manifested through action engagement, action adjustment, and action resistance.
Conclusions The findings and the analysis of the current study revealed that learner agency had a significant role to play in English as a foreign language classroom in a Chinese college context. Based on the thematic data analysis, this study offered some pedagogical implications for educators and teachers both at Chinese universities and beyond.

참고자료

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