EFL Learners’ Perceptions of Learning Context, Writing Achievement, and Gender

• 영문명: EFL Learners’ Perceptions of Learning Context, Writing Achievement, and Gender
• 발행기관: 한국영어어문교육학회
• 저자명: Jeongyeon Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제22권 제2호, 23~45쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.06.30

영문 초록

For the past decade, Korean higher education has vigorously adopted English-medium instruction (EMI) and web-based learning as key strategies to foster international competitiveness. This study investigates how EFL learners' perceptions of this emerging learning context interplay with their achievements in English writing by gender. The contextual factors include the blended learning approach, an EMI policy, a native and a nonnative English-speaking instructor. The data consisted of questionnaire responses of 95 college students (64 male students and 31 female students) taking an English writing course, their final scores, and qualitative interviews with six students. The analyses of data revealed that the gender difference in the perceptions of the native English-speaking instructor (NI) and the blended learning was significant with their scores being higher in the female group than the male group. Although the difference in participants’ writing achievements was not significant by gender, achievement correlated with contextual factors in a different manner. In the male group, achievement correlated negatively with students’ perceptions of the offline classes taught by a nonnative English-speaking professor. Female students' achievements correlated significantly with the NI and the EMI policy. Pedagogical implications of the findings are proposed for effective, technology-incorporated EFL curriculum and successful implementation of EMI.

목차

I. INTRODUCTION

II. REVIEW OF RELATED LITERATURE

III. METHODS

IV. RESULTS

V. DISCUSSION AND CONCLUSION

REFERENCES

APPENDIX

키워드

learning context English medium instruction on offline blended learning EFL writing achievement gender difference