영어와 국어 교과목의 파트너십 교육과정의 영어 학습효과: S대 사례를 중심으로 (EFL Students’ Learning Outcome from Curricula Developed Collaboratively with Korean Programs: A Case Study of S University)

서지정보

· 발행기관 : 중앙대학교 외국학연구소
· 수록지 정보 : 외국학연구 / 32호 / 7 ~ 34페이지
· 저자명 : 김상경

초록

This study explores student learning outcomes, specifically their analytical skills in reading, presentation and debate, after taking English courses designed collaboratively by Korean and English programs. Professors in both departments shared their core learning objectives, utilizing similar learning contents and activities. In both the Korean and English courses, students analyzed a novel, wrote an academic-style book report and gave a presentation about the book. They also learned about debate formats, how to present arguments with supporting details and how to logically form rebuttals. Analysis of the English classes revealed a positive correlation between final class scores and speaking scores. English proficiency levels rose, as indicated by scores on the pre- and post-speaking tests and debate. Furthermore, the correlation between the post-speaking test and performance on the presentation and debate was statistically meaningful. In particular, students with low-level English proficiency showed improvement across all projects, evidencing learning outcomes in English courses. Discussions are provided on the critical elements necessary for designing interdisciplinary curricula that can develop well-rounded knowledge across academic areas.

영어초록

This study explores student learning outcomes, specifically their analytical skills in reading, presentation and debate, after taking English courses designed collaboratively by Korean and English programs. Professors in both departments shared their core learning objectives, utilizing similar learning contents and activities. In both the Korean and English courses, students analyzed a novel, wrote an academic-style book report and gave a presentation about the book. They also learned about debate formats, how to present arguments with supporting details and how to logically form rebuttals. Analysis of the English classes revealed a positive correlation between final class scores and speaking scores. English proficiency levels rose, as indicated by scores on the pre- and post-speaking tests and debate. Furthermore, the correlation between the post-speaking test and performance on the presentation and debate was statistically meaningful. In particular, students with low-level English proficiency showed improvement across all projects, evidencing learning outcomes in English courses. Discussions are provided on the critical elements necessary for designing interdisciplinary curricula that can develop well-rounded knowledge across academic areas.

참고자료

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