성인 이러닝 영어 학습자의 개인 특성 및 과목 성취도와 강의 콘텐츠 학습전략의 관계 (The relationships of adult e-Learners’ individual characteristics and academic achievements with their English lecture learning strategies)

서지정보

· 발행기관 : 한국중등영어교육학회
· 수록지 정보 : 중등영어교육 / 16권 / 1호 / 95 ~ 120페이지
· 저자명 : 송민영

초록

This study aims to examine the relationships of adult e-Learners’ individual characteristics and academic achievements with their English lecture learning strategies. A total of 151 cyber university students responded to a survey which asked how they studied lecture contents and participated in various learning tasks assigned in English lectures. The results were analyzed employing a series of one-way ANOVA and correlation analyses. The main findings are as follows: first, regardless of their individual characteristics, adult e-Learners of English tend to selectively focus on the lecture contents and learning tasks that are directly related to course evaluation, but do not actively participate in learner-teacher interaction activities such as speaking practice with a native speaker and getting feedback on pronunciation. Second, compared to old e-Learners, young e-Learners slightly prefer to study focusing on lecture notes rather than lecture videos. Lastly, novice e-Learners, who do not have much experience in online learning, do not actively prepare for course exams nor study lecture contents without delay. Findings and implications are further discussed in terms of developing online English lecture contents.

영어초록

This study aims to examine the relationships of adult e-Learners’ individual characteristics and academic achievements with their English lecture learning strategies. A total of 151 cyber university students responded to a survey which asked how they studied lecture contents and participated in various learning tasks assigned in English lectures. The results were analyzed employing a series of one-way ANOVA and correlation analyses. The main findings are as follows: first, regardless of their individual characteristics, adult e-Learners of English tend to selectively focus on the lecture contents and learning tasks that are directly related to course evaluation, but do not actively participate in learner-teacher interaction activities such as speaking practice with a native speaker and getting feedback on pronunciation. Second, compared to old e-Learners, young e-Learners slightly prefer to study focusing on lecture notes rather than lecture videos. Lastly, novice e-Learners, who do not have much experience in online learning, do not actively prepare for course exams nor study lecture contents without delay. Findings and implications are further discussed in terms of developing online English lecture contents.

참고자료

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