초ㆍ중등교사와 학생의 교실수업형 원어민 화상영어교육에 대한 인식

The purpose of this research is to scrutinize teachers’ and students’ perceptions of video-conferencing English teaching/learning. The study subjects were 77 students from three primary schools and three middle schools along with 28 teachers from Southwestern provincial areas. The data sources utilized include: pre and post questionnaires, post written reports and on-site journals regarding students’ confidence, motivation and interest in English learning; and post questionnaires regarding students’ perceptions of English listening, speaking, reading and writing skills improvements; post questionnaires and post interviews regarding teachers’ perceptions of teacher roles and difficulties to implement video-conferencing English teaching. Following study results emerged: 1) The students perceived that their confidence, motivation and interest in English learning were improved; 2) The students perceived also that their listening and speaking skills were improved but reading and writing skills were not; 3) the teachers perceived that Korean teachers needed to contribute more at video-conferencing English classes and that English native speaking teacher teaching qualification varied a lot and caused troubles; 4) The teachers also perceived that video-conferencing English curriculum did not meet students’ needs so it needed to be modified, and that student selection guidelines needed to be clarified to implement proficiency-based teaching. Some suggestions are proposed based on the study findings and limitations to make video-conferencing English teaching more fruitful.