비대면 수준별 대학영어 수업에 대한 고찰: C대학 사례를 중심으로

Abstract

This study aims to investigate how learners’ academic achievement and satisfaction have changed via online level-differentiated college English classes in the last two years. Mock TOEIC tests were conducted at the beginning of the 1SUPst/SUP semester and the end of the 2SUPnd/SUPSUP/SUP semester each year, and the results were compared and analyzed to verify the academic achievement of the learners. The results showed a decline in students’ English proficiency through online education both in 2020 and 2021. The drop in the TOEIC scores in 2021, however, was smaller than that of 2020. Surveys were also carried out to examine the satisfaction of the students with online level-differentiated classes. While low-level students seem to have experienced difficulty in a non-face-to-face environment, high-level learners showed much satisfaction in 2020. On the other hand, students of all levels expressed relatively high satisfaction in 2021, which shows that most students are well-adapted to the online class. Online education is expected to expand even after the covid-19 pandemic is over. Guidance and management from professors are required more than ever to improve learners