Corrective Feedback and Engineering Students’ Perceptions of Interdisciplinary Study Through English-Medium Instruction

• 발행기관: 한국외국어교육학회
• 저자명: Jeongyeon Kim Victoria Kim
• 간행물 정보: 『Foreign Languages Education』Vol.27 No.3, 29~53쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.09.30

영문 초록

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

목차

I. Introduction

II. Review of Literature

III. Research Method

IV. Results and Discussion

V. Implications and Conclusion

References

키워드

교사 피드백 영어 전용 강의 특수 목적 영어 공대생 비즈니스 과목 teacher feedback English-medium instruction(EMI) English for specific purposes(ESP) engineering students business subject