Design-Thinking Framed EFL Autonomous Learning Through Interactive e-Journaling

• 발행기관: 영상영어교육학회
• 저자명: Kang, Namhee
• 간행물 정보: 『STEM Journal』22권 1호, 91~117쪽, 전체 27쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2021.02.28

영문 초록

This study purports to reveal a design-thinking (DT) framed autonomous English learning model for EFL learners. Thirty-one Korean university students underwent the DT process (empathize, define, ideate, prototype, test) right after their mid-term until the end of the semester, for eight weeks. The model utilized weekly student journals as an implementation of their ideas (prototypes) for five weeks, describing what they did to enjoy and learn English autonomously. The journals were written on Google Docs and shared in class, which gave them ample opportunities to learn from their classmates’ learning strategies, feel competence, and achieve relatedness. Speaking samples, journals, a post-questionnaire, and interviews were analyzed. Pre- and postspeaking proficiency tests showed a slight but statistically insignificant increase. However, they perceived that their English proficiency improved according to their Define stage and post-questionnaire results. Also, the analysis of their journals and one-on-one interviews displayed that they were mostly exposed themselves to audiovisual materials such as films, music, TV dramas, TV shows on YouTube, Netflix, or TED, considered the instructor’s and classmates’ interaction and the ejournals worth sharing and were continuously motivated to learn autonomously. Overall, it seems their perspectives toward English changed from it being a “study subject” to “fun.”

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION

REFERENCES

키워드

design-thinking autonomous learning interactive e-journaling audiovisual materials motivation