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Korean J General Edu > Volume 14(5); 2020 > Article
Korean Journal of General Education 2020;14(5):201-221.
DOI: https://doi.org/10.46392/kjge.2020.14.5.201    Published online October 31, 2020.
A study on learners’ perception and preference for reading and writing activities in level-based college general English classes
Min-Hee Bang1, Tae-Sook Park2
1Assistant Professor, Sangmyung University
2Assistant Professor, Sangmyung University
대학 교양영어 수준별 수업 읽기 쓰기 활동에 대한 학습자 인식과 선호도 연구
방민희1, 박태숙2
1제1저자, 상명대학교 조교수
2교신저자, 상명대학교 조교수
Correspondence:  Tae-Sook Park,
Email: tspark@smu.ac.kr
Received: 20 September 2020   • Revised: 20 October 2020   • Accepted: 22 October 2020
This study aims to investigate learners’ perception and preference for learning activities used in level-based general English classes for first year college students. The course combines reading and writing and is divided into the beginner, intermediate and advanced classes. The analysis is based on the results of the student survey, focusing on evaluating the student preference in terms of participating in different types of reading and writing activities and, in particular, group and individual works. 423 students took part in the survey with 165 from 5 beginner classes, 126 from 4 intermediate classes, and 132 from 5 advanced classes. They answered the questionnaire developed by the researchers. The results show that the learners of all three levels preferred group activities to working individually in reading, while the higher the level of the learners was, they tended to prefer individual works. On the other hand, in engaging in writing activities, the majority of students perceived individual activities as more effective than working in group. Specifically, the beginner and advanced level students showed stronger preference for individual activities, for different reasons. The advanced learners responded that they could improve their writing skills more efficiently through working individually whereas the beginner level students seemed to prefer individual activities to avoid working in group due to a sense of anxiety and low confidence in showing their perceived poor writing abilities to their peers. Overall, it is shown that writing activities are more helpful and effective as the learners’ proficiency improves. Based on the results, a number of activities and steps are suggested to help manage effective level-based reading and writing classes.
Key Words: level-based classes, reading, writing, learning activities, group activities, individual activities
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