Revisiting College TOEIC Course through Self-Directed Language Learning (SDLL)

• 발행기관: 한국영어교과교육학회
• 저자명: Hyung-ji Chang
• 간행물 정보: 『영어교과교육』영어교과교육 10권 3호, 1~19쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.12.30

영문 초록

This study is aimed at implementing the concept of Self-Directed Learning (SDL) into a college TOEIC course, which expects to foster learner autonomy in language use. In the study, 45 college students participated in the Self-Directed Language Learning (SDLL)-based instruction for 15 weeks of the semester. After the semester, the statistical comparison between the pre- and post- Self-Directed Learning Readiness (SDLR) scale showed a significant increase to the average level from the below average level of readiness for SDLL. The study conducted analysis on the SDLL activities-a learning contract and reflection notes-which the participants were asked to write in and out of the classroom in order to keep their SDLL pace. In the notes, learners showed that SDLL notes assisted them in identifying the self-selected goal of instruction and enabled self-vocabulary learning and developed self-assessment competence. Accordingly, the study concludes that the SDLL-based TOEIC　course is effective in developing learner autonomy with the help of SDLL activities, such as the guided note-taking activities.

목차

Ⅰ. INTRODUCTION

Ⅱ. THEORETICAL SUPPORTS

Ⅲ. RESEARCH METHODS

Ⅳ. FINDINGS AND DISCUSSIONS

Ⅴ. CONCLUSION

REFERENCES

APPENDIX: Self-Directed Learning Readiness Scale

키워드

자기주도학습 자기주도 언어학습 자기주도학습 준비도 학습자 자율성 Self-Directed Learning (SDL) Self-Directed Language Learning (SDLL) Self-Directed Learning Readiness (SDLR) learner autonomy