Design-Thinking Framed EFL Autonomous Learning Through Interactive e-Journaling
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 강남희 | - |
dc.date.accessioned | 2021-07-29T02:40:17Z | - |
dc.date.available | 2021-07-29T02:40:17Z | - |
dc.date.issued | 2021 | - |
dc.identifier.issn | 1598-1002 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/47981 | - |
dc.description.abstract | This study purports to reveal a design-thinking (DT) framed autonomous English learning model for EFL learners. Thirty-one Korean university students underwent the DT process (empathize, define, ideate, prototype, test) right after their mid-term until the end of the semester, for eight weeks. The model utilized weekly student journals as an implementation of their ideas (prototypes) for five weeks, describing what they did to enjoy and learn English autonomously. The journals were written on Google Docs and shared in class, which gave them ample opportunities to learn from their classmates’ learning strategies, feel competence, and achieve relatedness. Speaking samples, journals, a post-questionnaire, and interviews were analyzed. Pre- and post-speaking proficiency tests showed a slight but statistically insignificant increase. However, they perceived that their English proficiency improved according to their Define stage and post-questionnaire results. Also, the analysis of their journals and one-on-one interviews displayed that they were mostly exposed themselves to audiovisual materials such as films, music, TV dramas, TV shows on YouTube, Netflix, or TED, considered the instructor’s and classmates’ interaction and the e-journals worth sharing and were continuously motivated to learn autonomously. Overall, it seems their perspectives toward English changed from it being a “study subject” to “fun.” | - |
dc.format.extent | 27 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.publisher | 영상영어교육학회 | - |
dc.title | Design-Thinking Framed EFL Autonomous Learning Through Interactive e-Journaling | - |
dc.title.alternative | Design-Thinking Framed EFL Autonomous Learning Through Interactive e-Journaling | - |
dc.type | Article | - |
dc.identifier.doi | 10.16875/stem.2021.22.1.91 | - |
dc.identifier.bibliographicCitation | 영상영어교육(STEM Journal), v.22, no.1, pp 91 - 117 | - |
dc.identifier.kciid | ART002688191 | - |
dc.description.isOpenAccess | N | - |
dc.citation.endPage | 117 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 91 | - |
dc.citation.title | 영상영어교육(STEM Journal) | - |
dc.citation.volume | 22 | - |
dc.publisher.location | 대한민국 | - |
dc.subject.keywordAuthor | design-thinking | - |
dc.subject.keywordAuthor | autonomous learning | - |
dc.subject.keywordAuthor | interactive e-journaling | - |
dc.subject.keywordAuthor | audiovisual materials | - |
dc.subject.keywordAuthor | motivation | - |
dc.description.journalRegisteredClass | kci | - |
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea (06974)02-820-6194
COPYRIGHT 2019 Chung-Ang University All Rights Reserved.
Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.