원어민과의 협동수업이 학습자의 정의적 요인에 미치는 영향

Effects on English learners' affective factors in team teaching by a native English teacher and a Korean English teacher

Team-teaching is having two teachers in the classroom teaching simultaneously. While some problems have been experienced, team-teaching has generally been successful both in terms of faculty response and student acceptance. Specifically, in an English as a foreign language learning situation, team-teaching can be more effective than a solo native English teacher in the aspect of students' class comprehension. In this study, 40 students responded to a questionnaire after they experienced a 16-week team-teaching class their first semester. The purposes of this study were to investigate how effective the English class was with a native English teacher and to examine whether team-teaching with a native English teacher and a Korean English teacher had a positive influence on students' English learning. The investigation focused on affective factors such as motivation, self-confidence, risk-taking, and anxiety. The study results were as follows: for motivation, 75% of students responded positively to the item of "I became interested in English learning after experiencing team-teaching with a native English teacher". For self-confidence and risk-taking, the students had a 92% positive response to the item "I will try my best to communicate with foreigners in English instead of giving up". For anxiety, the students had a lower affective filter when they came into contact with foreigners. Concerning team-teaching with a native English teacher and a Korean English teacher, students wanted to study English with a native English teacher only in English conversation class. However, they wanted to learn through team-teaching in their major classes because of the new technical terms.