• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 영어어문교육
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• 제8권1호
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• pp.103-124
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• 2002

For the current study, five Asian English teachers participated in their case studies to investigate an in-depth understanding of their beliefs about teaching and learning English as a foreign language. Data were collected through structured and unstructured interviews, written documents, observations of teacher-participants' micro teaching, a research methodology journal and a self-reflection journal. This study described the beliefs that Asian English teachers brought to the teacher preparation program and examined to see if these teacher-participants who were involved in case studies perceived change in their beliefs. The study found that formal and informal learning experiences greatly shaped the way teacher-participants' beliefs about the way learning and teaching ought to be. In addition, early experiences of learning and teaching influenced teacher-participants' change in beliefs.

• 디지털융복합연구
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• 제14권11호
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• pp.53-61
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• 2016

이 연구는 이러닝 수업을 듣는 대학생들의 영어학습믿음이 무엇인지 조사하고, 대학 이러닝 학습자들의 영어학습믿음과 수업성취도 사이에 상관관계가 있는지 조사하는데 목적이 있다. 이를 위해 Horwitz의 언어학습믿음목록 설문지를 이용하여 학생들에게 제공하였다. 141명 중 불성실한 답이나 무응답을 한 학생들을 제외하고 총 116명의 응답 데이터가 이연구의 분석 대상이었다. 요인분석 결과 얻어진 5개의 요인은 동기, 학습전략, 영어능력, 외국어능력, 의사소통전략이었고, 대부분의 대학생들은 언어학습에 대한 높은 동기와 기대를 갖고 있으나 자신의 언어능력이 없거나 부족하다고 믿는 것으로 나타났다. 학업성취도와의 상관관계분석 결과, 학습자의 동기에 대한 믿음이 학업성취도에 영향을 미치는 것으로 나타났다. 이 연구는 학습자의 동기에 대한 긍정적인 믿음을 높이기 위한 교수법이나 수업 커리큘럼 제작이 중요하다고 제안한다.

• 영어어문교육
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• 제12권4호
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• pp.159-183
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• 2006

The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

• 영어어문교육
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• 제3호
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• pp.71-93
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• 1997

Teachers' beliefs about teaching English are reflected in their practices in the classroom. They influence on the students' attitude to English learning. Any teacher training program expects the trainees to change or modify their existing beliefs and attitude through the new ideas and information introduced by the program toward a desired direction. The present study describes a teacher training program for elementary school English teachers and compares the beliefs of the teachers about teaching English before and after the training. The subjects are the elementary school English teachers around Chungnam area who get a special training of 120 hours during January 1997. The investigation of the subjects' beliefs on English teaching is conducted through examining two journals of each subject before and after the training. The journals show the teachers' inner flow of thought, so teacher trainers are expected to get insight on their general instructional considerations and have implications on the future teacher training program through examining these journals. In addition, the journal writing itself gives the teachers opportunity to reflect their practice and rethink about their beliefs, and develop themselves as professional English teachers.

• 영어어문교육
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• 제13권4호
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• 영어어문교육
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• 제15권3호
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• 디지털융복합연구
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• 제16권3호
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• pp.37-45
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• 2018

이 연구의 목적은 블렌디드 러닝으로 듣기 수업에 참여하는 대학생들을 대상으로 영어 듣기능력이 향상한 학생과 향상하지 않은 학생들 사이에 언어학습전략 사용과 언어학습믿음에 차이가 있었는지를 알아보고 듣기성취와 언어학습전략, 언어학습믿음 사이에 관계가 있는지 조사하는 것이다. 이를 위해 69명의 참여자들은 언어학습전략과 언어학습믿음 설문에 응답하고, 사전 사후 듣기 시험을 보았다. 요인분석으로 추출된 요인을 이용하여 성적이 오른 집단과 오르지 않은 집단의 차이를 분석한 결과, 두 집단 사이에 유의미한 차이가 있었다. 영어 듣기능력이 향상된 학생은 언어학습전략을 더 많이 사용하고 있었고, 언어학습믿음에서 더 높은 동기를 갖고 있었다. 동기에 대한 믿음이 높은 학생들은 인지전략과 초인지전략을 더 많이 사용했다. 이 연구는 학습자의 학습믿음과 학습전략 중 영어 듣기능력 향상에 영향을 주는 요인을 제공하여 콘텐츠 개발과 교수법에 기여할 수 있다는 점에서 의의가 있다.

• 한국콘텐츠학회논문지
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• 제18권5호
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• pp.123-130
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• 2018

본 연구의 목적은 한국대학생의 통합과 분리 형태초점 교수법에 대한 견해를 조사하고, 이러한 견해가 집중도와 문법학습의 믿음과 어떠한 상관관계가 있는 지, 추가적으로 수준별 성별 차이점을 조사하는 것이다. 본 연구의 목적을 위해서 서울소재 대학생 157명을 대상으로 실시한 설문지 조사 결과를 상관관계분석과 T 검정을 사용하여 분석하였다. 참여 학생들은 통합 형태초점교수법을 선호하는 것으로 나타났으며, 통합 형태초점교수법의 선호도는 학습자의 영어 수업시간의 집중도와 영어 수준과 유의미하게 연관성이 있다는 것을 보여준다. 다른 한편으로 분리 형태초점 교수법의 선호도는 학습자의 문법에 대한 믿음과 유의미한 상관관계를 보여주었고 수준별 성별로 모든 학생들이 공통적인 결과로 나타났다. 결론적으로 통합 형태초점 교수법은 학습자의 집중도와 영어 수준에, 분리 형태초점 교수법은 학습자의 문법 학습에 대한 믿음에 영향을 받는다는 것을 알 수 있다. 결론적으로 교실현장에서 통합 형태초점교수법을 사용할 필요하며, 이러한 접근도 학습자의 수준과 집중도를 고려할 필요가 있다는 것을 보여준다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 춘계 종합학술대회 논문집
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• pp.101-102
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• 2014