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Contents

Promoting EFL learners' proficiency and motivation via Google Jamboard-based autonomous knowledge sharing / Namhee Kang 1

[요약] 1

1. INTRODUCTION 2

2. LITERATURE REVIEW 2

2.1. Learner Autonomy in EFL 2

2.2. Motivation in EFL 4

2.3. Jamboard for Knowledge Sharing 5

3. METHODOLOGY 7

3.1. Participants 7

3.2. Jamboard-based Knowledge-Sharing Activity 7

3.3. Data Collection and Analysis 9

4. FINDINGS 11

4.1. English Proficiency Changes 11

4.2. English Learning Motivation Changes 13

5. DISCUSSION 16

6. CONCLUSION AND IMPLICATIONS 18

REFERENCES 19

[APPENDIX] 23

초록보기

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate–high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to self-study, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation.

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기사명 저자명 페이지 원문 목차
Promoting EFL learners' proficiency and motivation via Google Jamboard-based autonomous knowledge sharing Namhee Kang p. 3-27

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Comprehension of existential There-constructions by Korean learners of English Min-Kyung Kim, Seung-Ah Lee p. 29-48

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Effects of task complexity on EFL learners' writing behaviors and performance Yoonseo Kim p. 49-69

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(The) effect of an L2 motivational program for new junior college English major students : focusing on how the learners changed Eunbi Kwon p. 71-101

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(The) effect of online English-medium instruction on performance of English face threatening speech acts Soojeong Paik p. 103-128

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Effects of problem-solving activities on Korean young learners' critical thinking and English production Kyung-jin Park p. 129-158

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Pre-service English teachers' reflections on culturally responsive teaching in teacher education Youngjoo Seo p. 159-176

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한국 고등학생의 주관적 안녕감이 영어 학습 동기와 영어 성취도 테스트에 미치는 영향 = The influence of subjective well-being on Korean high school students' English learning motivation and English achievement test 이성숙, 김태영 p. 209-235

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비교과 활동으로서의 영어연극 대회 참여 경험이 학생들의 언어 능력, 정의적 태도, 협업 역량에 미치는 영향 = English drama contest as an extracurricular activity : its effects on learner proficiency, affective attitudes, and collaborative competence 한지수, 김성연 p. 237-257

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코로나19 시기 영어과 과정중심평가에 대한 초등학생들의 인식 = Primary school students' perception of process-oriented English assessments conducted during the COVID-19 pandemic 김솔, 박선호 p. 177-208

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