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초록

영어

This study is a practical research with a primary focus on the learner’s perception during pair and group work activities through peer response in composition classes during live online lessons. A survey was conducted using various methods centred on questionnaires in order to comprehend how the learners perceived these lessons and what the reasons were for any positive or negative perceptions. The pair and group work activities during the live lessons were carried out using mainly Zoom’s breakout room feature. Further, taking into account the future rise of online learning, not only the student’s perception but also the kind of issues that occurred during peer learning were observed and surveyed during live online lessons. In this paper, we analysed and considered whether collaborative learning is possible when peer response- which is part of peer learning- is performed in a situation where online classes have to be conducted due to the spread of the Coronavirus disease. Regarding the positive aspects of peer response on the one hand, it was found that the learners recognise the significance of communication with other learners. And as for the negative aspects on the other hand, many learners stated their lack of confidence in their abilities, as expected. There were also issues with internet connection due to the nature of online live lessons. Regarding the learners’ positive thoughts concerning online live lessons, the fact that they can communicate with others and exchange opinions is perceived as a plus, with the keywords being ‘communication’ and ‘interaction’. As for the negative thoughts on the online live lessons, feedback stood out that roles are difficult to assign, there is a sense of awkwardness, some learners do not participate, and some learners are timid. In addition, due to the nature of online live lessons, there were significant issues with the computers and the internet connection. As for the form of online learning that learners desire, for language lessons there was a strong preference for online live lessons and there were no learners who hold negative perceptions towards Zoom. Through this practical research, it has been found that it is possible to conduct online lessons even in peer learning and, although the basic elements of collaborative learning can be satisfied, due to the sense of distance that cannot be surpassed it is difficult to conclude from the results of this study that peer learning in live online lessons has more merits. Although it is acceptable as an alternative method in a situation where face-to-face lessons cannot be conducted due to the Coronavirus disease pandemic, further practical research will be necessary in the future to determine whether peer learning will be more effective.

목차

1. はじめに
2. 先行研究
3. 調査の概要
3.1 調査対象
3.2 調査方法
3.3 調査項目
3.4 授業の概要
4. 結果の考察
4.1 ピアㆍレスポンスの肯定的側面
4.2 ピアㆍレスポンスの否定的側面
4.3 ライブ配信授業についての肯定的意識
4.4 ライブ配信授業についての否定的意識
4.5 ライブ配信授業に起こった問題
4.6 ライブ配信授業に対する要望
4.7 学習者が望むWeb授業の形態
5. まとめ
参考文献
논문초록

키워드

피어 러닝 피어 레스폰스 라이브방송수업 브레이크아웃세션 학습자의 의식 Peer-learning Peer-response Live online lesson Breakout session Learners’ perception ピア・ラーニング ピア・レスポンス ライブ配信授業 ブレークアウトセッション学習者の意識

저자

• 石塚健 [ ISHIZUKA Ken | 立命館大学経済学部/日本語教育センター准教授 ]

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