블렌디드 러닝 기반 사전 학습 활동이 한국 대학교 영어학습자의 말하기에 미치는 영향

Abstract

The purpose of this study is to investigate the effects of blended learning pre-task activities and learners’ self-regulation on Korean college students’ speaking skills and their perceptions of blended-learning pre-task activities. The participants were 42 EFL students from a university in Gyeonggi-do, Korea and they were divided into three groups: a blended-learning group (n=13), a blended-learning and self-reflection group (n=15), and a control group (n=14). The experiment was administered during the spring semester of the 2018 academic year. The major findings from the study are as follows: First, the blended-learning pre-task activity followed by self-reflection was the most effective in enhancing students’ English speaking skills, whereas the blended-learning and the face-to-face classroom activities showed beneficial and equal effects on the improvement of the speaking skills. Second, the self-regulated learning of the experimental group learners proved to be a key factor in the success of the blended learning. Third, the participants of the experimental groups responded positively to their experience of blended-learning pre-task activities. The findings indicate that blended learning pre-tasks and self-reflection activities need to be integrated into the teaching of English speaking to overcome the limitations of the EFL contexts.