University Students’ Perceptions of EduTech-Utilized Practicum in English Pedagogy Class

• 발행기관: 한국외국어교육학회
• 저자명: Kyong-Hyon Pyo
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.3, 1~23쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

With AI and other digital technologies emerging as the norm in our daily lives, it’s time for teachers to prepare for a transition to a technology-based class. This study is aimed at understanding learners’ perceptions of an EduTech-utilized practicum at a university English pedagogy course. For this purpose, three questions were presented in terms of students’ overall satisfaction, user experience, and difference in perceptions of technology-based class by prior exposure to digital technology. Twenty-one students participated in 6 periods of digital technology-based practicum spanning for 8 weeks in the spring of 2024. The study collected student questionnaires, in-depth interviews, and classroom observations for data analysis. Frequency analysis and independent samples t-tests were conducted for quantitative data, and theme analysis for qualitative data. Three major findings are as follows: Firstly, the analysis of the quantitative data revealed a high level of students’ overall satisfaction and user experience of EduTech-utilized practicum. Secondly, qualitative data supported the usefulness of digital technology-based class in general and pedagogical benefits in particular. Lastly, students’ prior exposure to digital technology- based class did not make a significant impact on their perceptions of EduTech-utilized practicum.

목차

Ⅰ. Introduction

Ⅱ. Theoretical Background

Ⅲ. Research Method

Ⅳ. Research Findings and Discussion

Ⅴ. Conclusion and Pedagogical Implications

References

키워드

에듀테크 활용 실습 영어교직 학습자 인식 만족도 사용자 경험 EduTech-utilized practicum English pedagogy student perception satisfaction user experience