외국인 대학원생 튜터와 한국인 대학생 튜티의 MOOC 학습 튜터링의 효과

Abstract

Objectives The aim of this study was to investigate the effects of Korean college students’ MOOC learning tutoring with international graduate students and Korean college students. This study also look into the effects of the attitude toward English speaking and communication competency. Methods For this aim, 5 international graduate students were chosen as the tutors, and 15 Korean undergraduate students were chosen as the tutees in order to participate in this study. Tutoring team consisted of one international graduate tutor and 3 Korean college student tutees. They were asked to conduct tutoring with MOOC course learning material for 10 weeks. In order to get the data, they are asked to take a pre and post English speaking test and the questionnaires of the perceptions on a English speaking and communication competency. The data collected were analyzed statistically. Results The results indicate that the Korean students’ speaking performance was improved significantly in the post test compared to the pre test. In particular, fluency is more improved than correctness and complexity. In addition, Korean college students’ attitude about English speaking and communication competency was shifted to more positively. Conclusions Korean college students’ MOOC learning tutoring with international graduate students is effective to improve Korean college students’ English speaking competency and have positive influence on the attitude toward English speaking and communication competency.