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김정연

Kim, Jeongyeon
Applied Linguistics
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EFL Learners’ Perceptions of Learning Context, Writing Achievement, and Gender

Author(s)
Kim, Jeong-Yeon
Issued Date
2016-06
URI
https://scholarworks.unist.ac.kr/handle/201301/20688
Fulltext
http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024903612
Citation
ENGLISH LANGUAGE & LITERATURE TEACHING, v.22, no.2, pp.23 - 45
Abstract
For the past decade, Korean higher education has vigorously adopted English-medium instruction (EMI) and web-based learning as key strategiesto foster international competitiveness. This study investigates how EFL learners' perceptions of this emerging learning context interplay with their achievements in English writing by gender. The contextual factors include the blended learning approach, an EMI policy, a native and a nonnative English-speaking instructor. The data consisted of questionnaire responses of 95 college students (64 male students and 31 female students) taking an English writing course, their final scores, and qualitative interviews with six students. The analyses of data revealed that the gender difference in the perceptions of the nativeEnglish-speaking instructor (NI) and the blended learning was significant with their scores being higher in the female group than the male group. Although the difference in participants’ writing achievements was not significant by gender, achievement correlated with contextual factors in a different manner. In the male group, achievement correlated negatively with students’ perceptions of the offline classes taught by a nonnative English-speaking professor. Female students' achievements correlated significantly with the NI and the EMI policy. Pedagogical implications of the findings are proposed for effective, technology-incorporated EFL curriculum and successful implementation of EMI.
Publisher
한국영어어문교육학회
ISSN
1226-2889

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