학습자 중심의 자기주도적 어학실습실 환경이 한국 대학생의 듣기 능력 및 태도에 미치는 영향

The effects of a learner-directed language lab on college students’ listening proficiency and attitudes

  This study aims to investigate the effects of a learner-centered language lab on Korean college students’ listening ability as well as selected aspects of their affect, such as self-reported improvement, autonomy, interest, satisfaction and motivation. The subjects of the study were 104 undergraduate students enrolled in English conversation courses. The data were collected from two different classroom contexts: one was a teachercontrolled language lab, and the other was a student-directed lab. The students in the teacher-controlled lab (n=51) simply received teacher-directed lectures, whereas the students in the experimental group (n=22) were given autonomy in choosing what and how to study the given materials. Prior to instruction, a pretest was conducted to measure the students’ entry level proficiency in listening. After 8 weeks of instruction, the test was conducted again as a posttest. The study found no significant differences across the two learning contexts in the students’ listening proficiency. As to the students’ attitude measures collected via questionnaires at the end of the semester, the study found statistically significant differences in students’ self-perceived improvement, autonomy, and satisfaction. The findings of the study will be reported in more detail, and the discussion of the findings with their pedagogical implications will be included.