영어과 수준별 이동수업에 관한 학생과 교사의 인식비교

Abstract

The purpose of this study is to examine the awareness of students and teachers on homogeneous ability grouping in English class in an effort to boost student-teacher L2 communication and the quality of homogeneous ability grouping. The findings of the study were as follows: First, as for the awareness of the effect of homogeneous ability grouping on academic achievement, the teachers showed a positive attitude than their students did. The teachers put a positive value on it as they thought that students in high-level classes could save their time and students in low-level classes had ample learning opportunities. However, the students complained about their teachers' teaching methods and perceived that their teachers did not take into account unique individual differences among students in the same-level class. Second, in terms of discrepancy between the perception of the students and that of the teachers on the affective domain, the students found themselves to be more interested in English than the teachers found them to be, and the teachers considered the students to experience more anxiety than the students found themselves to do. There were no gap between the students and the teachers in the perception of confidence and willingness to participate in English classes.