Exploring Learner Perspectives on Learner Autonomy for Blended Learning in EFL Conversation Classes

• 발행기관: 영상영어교육학회
• 저자명: Yoon Seo Young
• 간행물 정보: 『STEM Journal』17권 1호, 197~220쪽, 전체 24쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2016.03.30

영문 초록

This study investigates learner perspectives on learner autonomy as well as preferred multimedia and contents in order to suggest a blended learning model for fostering learner autonomy in EFL conversation classes. The subjects for the study consisted of 228 university students taking beginning conversation courses. Data sources included a questionnaire and an interview. The results are as follows: 1) learner perspectives of English and blended learning were mostly positive, but 55.7% responded negatively regarding English use in classrooms; 2) the participants showed learner independence in regards to English, making learning choices, choosing materials, and current status in relation to their goals, but showed dependence regarding exams and assignments; 3) their learning attitude was generally positive with exceptions for those lacking learning strategies and consciously trying to overcome their weaknesses; 4) learner preference for types of multimedia was multimodal and contents were preferred based on entertainment and contextual value; 5) significant differences were found in majors regarding interest in English, frequency of English use, learning choices, materials, awareness of weaknesses, overcoming weaknesses, and learning strategies; and 6) a fortified blended learning model for fostering learner autonomy is presented. Based on the results, suggestions for further study are provided.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION

REFERENCES

키워드

learner autonomy blended learning learner perspectives