문제풀이 중심 영어수업 상황에서 학생의 학습전략

Future direction in ESP course design

The purpose of this study is to understand what learning strategies students in problem-solving environment where English learning is centered. In order to understand this, data are collected and analyzed through participant observation and in-depth interviews by approaching the qualitative case study method targeting three third grade high school students who are participating in problem-solving learning. The students are accustomed to the problem-solving learning and the learning strategy is divided into three stages and analyzed: before class, during class, and after class. The students use metacognitive strategies for their own English learning in that they do their homework and set goals before class. They use cognitive strategies and social strategies during class. They take notes and take classes through questions about whether their answers are right or wrong. After class, they organize the core content in their own way and show metacognitive strategies, cognitive strategies, memory strategies and compensation strategies in order to fully understand the content. Before and during class, students’ learning strategies can be identified under the guidance of the teacher, but after class, students show positive results in that they show active learning strategies on their own.