Exploring Learner Variables: The Influence of Academic Background on Learner Perceptions in Using LRS

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Seo Young Yoon
• 간행물 정보: 『영어교육연구』제30권 4호, 139~162쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.12.31

영문 초록

This present study investigates learners’ perspectives on using LRS in EFL classrooms and the influence of academic background on their perspectives. For the study, a questionnaire, classroom observation, and interview were conducted to 232 EFL students in enrolled in A university in Korea. The findings show that learner perspectives on the LRS as a teaching and learning tool, the use of LRS in EFL classroom activities, and preferred features of LRS were positive across the board. Furthermore, findings on learner perspectives on strengths and weakness of using LRS in classroom are presented. Although largely positive across the board, significant differences were found in terms of academic majors where social welfare and healthcare services majors were significantly more positive than performing arts and science majors and liberal arts majors. According to the interview, the learning goals, expectations, and instructional methods of their respective majors were found to have influenced the participants’ perspectives on LRS activities. Based on the findings, pedagogical considerations and suggestions for using LRS with consideration for language learners with varied academic backgrounds in EFL classrooms are provided as well as suggestions for future studies.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHODOLOGY

Ⅳ. FINDINGS AND DISCUSSION

Ⅴ. CONCLUSION AND SUGGESTIONS

키워드

mobile learning learner response system learner variable academic backgrounds mobile technology