학습자 주도 질문 활동에 대한 대학생들의 인식 탐구

Abstract

Objectives This study aims to explore the meaning of college students' experience on the leaner-led questioning activity performed in general English classes.
 Methods Purposeful sampling which is a technique widely used to a qualitative research was used and in-depth interviews were conducted for the data collection. And a phenomenological method was used for data analysis.
 Results The essential theme clusters were derived, that is, qualitative change in learning habits, improvement of learning ability, overcoming the limitations of non-face-to-face classes, and transformation from immaturity to maturity. And the contents of the main themes were as follows. First, participants focused on lectures more than usual and engaged in various learning activities on their own. Second, they were able to recognized and supplement the shortcomings and their led questioning activity helped them to improve their knowledge retention and to expand their knowledge. Third, they perceived that there are active interactions between teacher and students and they became more and more active learners. Fourth, they could further develop their question quality by trial and error.
 Conclusions It was found that learner-led questioning activity helped students to have high willingness to their learning and to improve their long-term knowledge retention as well as to expand their knowledge and to increase their level of academic performance. Although participants had difficulty on generating their own questions, their level of question quality was higher and higher for teachers to teach students to create their own questions. Consequently, this study shows that learner led questioning activity contribute to teachers' practice of Constructivist education and teachers need to encourage students to ask more questions maximizing their learning in the classroom.