Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

A Convergency Study on University Freshmen's Academic Emotions towards English: Difference depending on level, team-teaching & communicative activities

우리나라 대학 신입생의 영어 학습 감정에 대한 융합적 연구: 수준별, 팀티칭, 의사소통활동유형에 따른 차이

  • Park, Ok Hee (Ju Si Gyeong Liberal Arts College, Pai Chai University)
  • 박옥희 (배재대학교 주시경교양대학)
  • Received : 2021.02.10
  • Accepted : 2021.04.20
  • Published : 2021.04.28
Download PDF
⟨ Previous Next ⟩

Abstract

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

본 연구의 목적은 대학 신입생들의 교양 영어 수업에 대한 학습 감정을 알아보기 위해 시행되었다. 구체적으로 수준별로 원어민과 한국인 교수의 팀티칭으로 진행되는 의사소통 활동 위주의 교양 영어 수업에 대한 신입생들의 학습감정을 탐색하였다. 연구 방법은 B대학 신입생 327명을 대상으로 학습감정검사지(Academic Emotion Questionnaire; AEQ)를 이용하여 설문조사하였고, 수집된 자료는 SPSS 19.0 프로그램으로 통계 처리하였다. 연구결과는 다음과 같다. 첫째, 신입생들의 영어 학습 감정이 영어 수준에 따라 유의한 차이를 보였는데 상급반 학생이 초급반과 중급반 학생들보다 걱정과 지루함을 더 많이 느꼈다(P < .05). 둘째, 신입생들의 영어 학습 감정이 원어민과 한국인 교수자에 따라 유의한 차이를 보였는데, 원어민 교수의 수업이 한국인 교수의 수업 보다 더 재미있고, 더 만족스럽고, 덜 지루하다는 결과를 보였다(P < .001). 셋째, 신입생들의 영어 학습 감정이 의사소통 활동 유형에 따라 유의한 차이를 보였는데 게임이 제일 재미있고 만족스러운 반면, 발표하기는 제일 걱정되고 지루하다는 결과를 보였다(P < .001). 연구 결과를 토대로 대학 신입생들의 영어 학습 감정 개선을 위한 제언 및 교육적 함의가 논의되었다.

Keywords

References

  1. S. D. Krashen & T. D. Terrel. (1995). The Natural Approach: Language Acquisition in the Classroom. London: Phoenix ELT.
  2. J. C. Richards. (2020). Exploring emotions in language teaching. RELC Journal, 51(2), 1-15. DOI: 10.1177/0033688220927531
  3. K. Shao, R. Pekrun & L. Nicholson. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 55-66. DOI: 10.1016/j.system.2019.102121
  4. R. Pekrun, T. Goetz, W. Titz & R. P. Perry. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. DOI: 10.1207/S15326985EP3702_4
  5. B. S. Kim & O. H. Park. (2019). The study of emotions in college English classes for freshmen in local universities. JELLA, 61(4), 237-262. DOI: 10.18853/jjell.2019.61.4011
  6. A. B. Bernado, M. G. Salanga & J. Ouano. (2009). What is an academic emotion? Insights from Filipino bilingual students' emotion words associated with learning. Psychological Studies, 54, 28-37. DOI: 10.1007/s12646-009-0004-7
  7. H. D. Brown. (2007). Teaching by principles: An interactive approach to language pedagogy. (2nd.). New York: Longman.
  8. O. H. Park & J. Y. Yoon. (2019). A meta-analysis on the effects of four skills in level differentiated English classes. English Language & Literature Teaching, 25(4), 107-130. DOI: 10.35828/etak.2019.25.4.107
  9. Y. E. Lee. (2019). The effects of the recognition of collaborative classes between native English speakers and Korean English teachers on the definition factors of the learner. Journal of the Korea Contents Association, 19(8), 572-583. DOI: 10.5392/JKCA.2019.19.08.572
  10. O. H. Park. (2015). A study on the effective general English program through team-teaching of native and Korean teachers. The Journal of Foreign Studies, 31, 41-70. DOI: 10.15755/jfs.2015.31.41
  11. N. M. Shin & J. H. Park. (2019). An analysis of university students' emotions in the classroom: gender and major differences. The journal of Yeolin Education, 27(1), 23-47. DOI: 10.18230/tjye.2019.27.1.23
  12. R. Pekrun, A. Frenzel, T. Goetz & R. P. Perry. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P.A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp.13-36). San Diego, CA: Academic Press.
  13. O. H. Park & L. J. Shen. (2019). Comparing speaking activities of Chinese and English language textbooks and college students' perception. The Journal of Foreign Studies, 50, 241-272. DOI: 10.15755/jfs.2019.50.241
  14. J. Bang. (2017). University students' perceptions of NEST's and NNESTs' class management in English conversation classes of an English camp. Journal of the Korea Contents Association, 17(4), 72-82. DOI: 10.5392/JKCA.2017.19.04.072
  15. J. R. Kim. (2011). A meta-analysis of English KT and NT team teaching effects. Journal of the Korea English Education Society, 10(3), 91-113.