WTC in EMI: Correlational Factors and College Learners’ Perceptions

서지정보

ㆍ발행기관 : 한국외국어교육학회 ㆍ수록지정보 : 외국어교육 / 21권 / 2호
ㆍ저자명 : Hyeran Lee, Kiwan Sung

목차

I. Introduction
II. Review of Literature
1. Content-Based Instruction and English-Mediated Instruction
2. Willingness to Communicate and EMI
3. Research Questions
III. Research Design
1. Instructor and EMI Course
2. Participants
3. Instruments and Data Collection
4. Data Analysis
Ⅳ. Results of Survey Analysis
1. Differences in Learner Perceptions on EMI course
2. Results of Correlations Analysis on the Factors of WTC
3. Participants’ Difficulties and Coping Strategies in EMI Class
4. Influential Factors and Views on Language Option in EMI Class
V. Discussion
VI. Conclusion & Implication
References

영어 초록

This paper investigates the differences in college learners' perceptions and correlations of factors related to willingness to communicate (WTC) in an English mediated instruction (EMI) class. Based on a survey of 50 collegiates (33 males, 17 females) and two rounds of interviews with 15 students, the t-tests showed that there were not many statistical differences depending on learner characteristics except the learners' grade difference affecting their perception of improvement in English. However, depending on the course types, the Kruskal-Wallis test showed statistically significant differences in the categories of present level of participation, expected level of participation with L1 option, question & answer, group collaboration, active listening, and preference to EMI with L1 option. Furthermore, the factors of WTC appeared strongly correlated with their perceptions on the improvement in English, increased confidence, and the extent of learning in the EMI class. According to qualitative analyses of open-ended questions in the survey and interviews, the learners thought group presentations in English were most difficult. They also responded that their low English proficiency, peer pressure, and the student-orientedness in class made them passive and less confident. The learners, however, adopted diverse coping strategies to overcome such difficulties. They were also positive about the limited use of L1 in the EMI class. Implications for EMI are suggested.

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