The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 19 , No. 1
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Korea Journal of English Language and Linguistics - Vol. 19, No. 1, pp. 95-119
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2019
Received 18 Jan 2019 Revised 10 Mar 2019 Accepted 19 Mar 2019
DOI: https://doi.org/10.15738/kjell.19.1.201903.95

농·어촌 및 도서지역 원격 화상 수업이 영어 학습 동기와 태도에 미치는 영향
이예지 ; 김태영**
대학원생, 서울시 동작구 흑석로 84, 중앙대학교 교육대학원 영어교육전공, Tel: 02-820-5391 (xzio_oizx@naver.com)
교수, 서울시 동작구 흑석로 84, 중앙대학교 사범대학 영어교육과, Tel: 02-820-5392 (tykim@cau.ac.kr)

The Effect of Video-conferencing Education on English-Learning Motivation and Attitudes in Rural and Island Areas
Lee, Ye-Ji ; Tae-Young Kim**
Graduate Student, 84 Heukseok-ro, Dongjak-gu, Seoul, English Ed. Major, Chungang Univ., Tel: 02-820-5391 (xzio_oizx@naver.com)
Professor, 84 Heukseok-ro, Dongjak-gu, Seoul, Dept. of English Education, Chungang Univ., Tel: 02-820-5392 (tykim@cau.ac.kr)
Correspondence to : 김태영 교수, 서울시 동작구 흑석로 84, 중앙대학교 사범대학 영어교육과, Tel: 02-820-5392 E-mail: tykim@cau.ac.kr

Abstract

Lee, Ye-Ji and Tae-Young Kim. 2019. The Effect of Video-conferencing Education on English-Learning Motivation and Attitudes in Rural and Island Areas. Korean Journal of English Language and Linguistics, 19-1, 95-119. This study examines English-learning motivation and attitudes toward video-conferencing of elementary school students in rural and island areas of Jeollanam-do Province. Grade 3 elementary school students are the subjects of our study. The participants were divided into three conditions: video-conferencing, face-to-face, and hybrid (i.e., video-conferencing plus face-to-face) groups. To identify learner’s motivation, we used the L2 Motivational Self System and Self-Determination Theory. Attitudes included both attitudes toward English learning and attitudes toward foreigners. The results showed that video-conferencing education made students improve their English-learning motivation and attitudes. Except for the ideal L2 self, intrinsic motivation, and positive attitudes toward foreigners, video-conferencing education did not have a difference compared with face-to-face class. Such results indicate that in general the video-conferencing education is as effective as the conventional face-to-face education and can be used for an alternative learning tool for students lacking the opportunity to study with native English speaking teachers in rural and island areas.

Keywords: video-conferencing, English learning motivation and attitude, elementary school students, quantitative inquiry
Acknowledgments

본 논문은 제1저자의 교육학 석사학위 논문을 바탕으로 작성된 것을 밝힙니다.

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