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Maria Oh

Jeonju National Univeristy of Education

카카오톡 메신저와 온라인화상회의 줌을 활용한 ‘교실영어’ 수업 연구 

The purpose of this study is to understand how elementary pre-service teachers practiced English at a Kakaotalk-and-Zoom-based ‘Classroom English’ class. The study participants were 50 primary pre-service teachers who took the class in Spring and Fall 2020 at a teachers' college in Southern Province, South Korea. A teacher-researcher planned and lead the class for one full year in 2020. She also collected, saved and analized the research data collected mostly from Kakaotalk messages, students’ weekly homework assignments and videotaped Zoom classes. All the data were saved at the researcher’s computer, and they were printed to be analyzed at later stages of the study in December 2020. The following four study results emerged: (1) At the class, some of the student participants were very active; most of them were active; and some took part in the class quite passively; (2) At the class, Kakaotalk was used as a communication method to discuss how to talk, act and perform well as a primary school English teacher; and Zoom was used as a way for the teacher-researcher to give a lecture on how to teach primary students effectively; (3) Most of the participants felt more comfortable in later stages of the study than initial stages while communicating in English, and they claimed more ownership of English at later stages; (4) Many participants said Kakaotalk-and-Zoom was good for them to practice writing and reading, but not good to practice speaking and listening. Some liked online activities were effective to review the lesson whenever they wanted. Almost all of them preferred face-to-face ‘Classroom English’ class to an online one and they missed microteaching chances at a real time face-to-face class with other classmates. Based on the study results it is suggested that offline and online English activities need to be utilized in a well-balanced-way at ‘Classroom English’ class even when Covid19 crisis is gone. It is also suggested that English teaching at a face-to-face classroom needs to be assisted or replaced by a small-group or an individual English coaching at a consulting place to make English-teaching and English-learning more effective.

오마리아교수는 약 20년간 초등학교 교사를 양성하는 전주교육대학교에서 ‘영어교과 교수법’ ‘멀티미디어 활용 외국어교수법’ ‘교실영어’ ‘영어권 문화 이해를 돕는 초등수업’ ‘영어권 문학과 초등영어교육’ 등을 가르치고 있습니다. 평생에 걸친 연구 주제로는 ‘한국인들의 영어 학습자 자율성’ ‘멀티미디어 활용 언어학습’ ‘글로벌영어화자로서의 한국인’ ‘영어로 진행하는 영어수업’ 등입니다. 최근에는 ‘교육과정 개발자로서의 교사’ ‘예비 초등영어교사의 영어 학습자 자율성’ ‘한국 영어교육에서 교사 자율성,’ ‘대학 온라인 영어수업’ 주제에 관심을 가지고 관련 연구를 수행하고 있습니다.

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