코로나19 이후 대학영어 수업에 대한 고찰: 대면ㆍ비대면 수준별 수업에서의 협동학습에 관한 학습자의 인식 비교 (A Study on College English Education after COVID-19: Comparison of Learners’ Perceptions of Cooperative Learning in Level-differentiated Face-to-face and Non-face-to-face Classes)

서지정보

· 발행기관 : 한국현대영어영문학회
· 수록지 정보 : 현대영어영문학 / 67권 / 2호 / 129 ~ 149페이지
· 저자명 : 홍서경, 김성해

초록

This study aims to compare learners' perceptions of online non-face-to-face versus face-to-face classes and examine how learners perceive cooperative learning used to improve communication skills. To this end, a survey was conducted on students who had taken level-differentiated college English classes in the first-semester non-face-to-face and the second-semester face-to-face in 2022. We found the following results. First, learners expressed a slightly lower level of satisfaction with face-to-face classes than with non-face-to-face classes. Second, high-level students in both non-face-to-face and face-to-face classes reported significantly higher satisfaction levels with the professors’ teaching ability and communication and interaction with students. Finally, in both non-face-to-face and face-to-face classes, it was found that students recognized cooperative learning through communication with the professors and interaction between learners as meaningful. In the post-COVID-19 era, a blended teaching method that combines the advantages of face-to-face and non-face-to-face education with cooperative learning will be a good way to improve learners’ communication skills and motivate them to learn.

영어초록

This study aims to compare learners' perceptions of online non-face-to-face versus face-to-face classes and examine how learners perceive cooperative learning used to improve communication skills. To this end, a survey was conducted on students who had taken level-differentiated college English classes in the first-semester non-face-to-face and the second-semester face-to-face in 2022. We found the following results. First, learners expressed a slightly lower level of satisfaction with face-to-face classes than with non-face-to-face classes. Second, high-level students in both non-face-to-face and face-to-face classes reported significantly higher satisfaction levels with the professors’ teaching ability and communication and interaction with students. Finally, in both non-face-to-face and face-to-face classes, it was found that students recognized cooperative learning through communication with the professors and interaction between learners as meaningful. In the post-COVID-19 era, a blended teaching method that combines the advantages of face-to-face and non-face-to-face education with cooperative learning will be a good way to improve learners’ communication skills and motivate them to learn.

참고자료

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