교양 토익-혼합학습 수업 구상 및 학습자 반응 조사

Abstract

The purpose of this study is to design blended learning for general English TOEIC classes, analyze learners’ response and examine whether blended learning can be an appropriate class method for TOEIC classes in the post-corona era to improve learners’ TOEIC skill. The blended learning consisted of online classes for previewing TOEIC knowledge and offline classes for reviewing what the students learned during online classes through solving TOEIC questions and class activities. The results of the study were as follows. Learners showed high satisfaction with the TOEIC classes through blended learning and preferred the current class method over the previous class method. Learners perceived the blended learning class had a positive effect on learners` affective factors and understanding of TOEIC knowledge. The positive correlation between these perceptions and classes satisfaction was also confirmed. Among the affective factors, self-directed learning attitude had the greatest impact on class satisfaction. The lack of offline class time in blended learning classes was mentioned as disadvantage, and taking online lectures repeatedly and solving problems in offline classes was positive for learning concentration and class participation. These results suggest the blended learning is an efficient teaching method that provides high satisfaction to general English TOEIC class learners