영화를 활용한 교양영어 수업방법이 대학생의 인지적 및 정의적 만족에 미치는 영향 구조 분석

• 영문명: Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction
• 발행기관: 영상영어교육학회
• 저자명: 김현진(Kim, Hyun-Jin) 서지영(Seo, Ji-Young)
• 간행물 정보: 『STEM Journal』22권 3호, 1~14쪽, 전체 14쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2021.08.30

영문 초록

This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

REFERENCES

키워드

movie English film pedagogy Cloudy with a chance of meatballs cognitive satisfaction affective satisfaction