영어 말하기 전 쓰기활동이 한국 대학생 EFL 학습자의 말하기 능력과 불안에 미치는 영향 (Effects of English writing as a pre-speaking activity on Korean EFL university learner’s speaking ability and anxiety)

서지정보

· 발행기관 : 한국영어어문교육학회
· 수록지 정보 : 영어어문교육 / 20권 / 1호 / 329 ~ 356페이지
· 저자명 : 김지선

초록

This study was designed to demonstrate effects of implementing English writing as a pre-speaking activity on Korean EFL university learner’s speaking ability and anxiety. Sixty Korean university students who were enrolled in the required practical English classes participated in this study. They were divided into two groups: the experimental group was designed to give an individual or group presentation after experiencing writing as a pre-speaking activity and the control group was designed to give an individual or group presentation without writing as a pre-speaking activity. In order to collect data for the study, the pre-, and post-speaking ability tests and the pre-, and post-questionnaires regarding the participants’ speaking anxiety were administered. Data were analyzed using t-tests. Results are as follows: English writing as a pre-speaking activity has positive effects on the improvement of speaking ability and the lowering of speaking anxiety. It is suggested that instructors should understand causes that provoke student’s anxiety as well as other traits in terms of learner’s psychological or learning situations.

영어초록

This study was designed to demonstrate effects of implementing English writing as a pre-speaking activity on Korean EFL university learner’s speaking ability and anxiety. Sixty Korean university students who were enrolled in the required practical English classes participated in this study. They were divided into two groups: the experimental group was designed to give an individual or group presentation after experiencing writing as a pre-speaking activity and the control group was designed to give an individual or group presentation without writing as a pre-speaking activity. In order to collect data for the study, the pre-, and post-speaking ability tests and the pre-, and post-questionnaires regarding the participants’ speaking anxiety were administered. Data were analyzed using t-tests. Results are as follows: English writing as a pre-speaking activity has positive effects on the improvement of speaking ability and the lowering of speaking anxiety. It is suggested that instructors should understand causes that provoke student’s anxiety as well as other traits in terms of learner’s psychological or learning situations.

참고자료

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