대학 교양영어 교육에 대한 학습자 만족도 분석 연구

• 영문명: A Study of Learner Satisfaction on College English Programs
• 발행기관: 한국영어교과교육학회
• 저자명: 하명애(Ha, Myeong-Ae)
• 간행물 정보: 『영어교과교육』영어교과교육 9권 2호, 269~299쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.09.30

영문 초록

The purposes of this study are to examine learner satisfaction on general English education programs at the college level and to suggest more effective college English programs based on the results of the survey. This paper reports the results of a survey at a university located in a large city in the middle of Korea. A total of 368 university students participated in the survey. The results show that through college English education programs, the learners want to develop English skills and to get help in preparing for standardized tests like TOEIC. The survey also shows that the learners recognized the importance of a proficiency-based English curriculum for effective English learning. Learners also showed relatively high satisfaction for both native English-speaking professors and Korean non-native English-speaking professors. Korean non-native English professors received better evaluations than foreign native-English professors in class preparation, class management and professionalism. However, in the aspect of interaction with students, the evaluation differences between the two professor groups were not statistically meaningful. Learners were negative about the relative evaluation system in college English courses. On the other hand, learners were generally positive on the effect of college English on learners' English achievement. The results also clearly show that college English education has more influence on the English achievement for upper group English proficiency than on the achievement of the lower group. This result implies that college English education curriculums have to consider learner needs and proficiency levels.

목차

I. 서론

II. 연구 배경

III. 연구 방법

IV. 연구 결과 및 논의

V. 결론 및 제언

키워드

대학영어 교양영어 학습자 요구 수준별 교과과정 college English education general English education learner needs proficiency- based curriculum