Earticle

초록

영어

The purpose of this study is to investigate the effect of ‘individual coaching’ and ‘L2 learning experiences’ on TOEIC learning among low proficiency learners. Among the 194 college students who received classroom coaching, the 23 students who scored 2 to 6 (out of 25) on Simple TOEIC 1 were given three individual coaching sessions. The effect of coaching was quantitatively proven through the independent samples t-test conducted on the scores of Simple TOEIC 1 and Simple TOEIC 2 between the individual coaching mixed group and the classroom coaching only group. The more individual coaching participants had different types of L2 learning experiences, the more their English achievement improved. In contrast, students who participated in classroom coaching only saw their academic performance decline. During individual coaching, participants who improved their English language achievement had positive learning experiences and feelings (confidence), while those who did not improve their grades experienced negative learning experiences and feelings. The clearer each participant’s learning goals (ideal L2 self) were, the more specific and continuous learning was possible, which was linked to improved English language achievement. Qualitative data from individual coaching sessions revealed the reasons for some participants’ academic success or failure.

목차

Abstract
I. 서론
II. 이론적 배경
1. 코칭
2. 제2 언어 학습경험
III. 연구 내용 및 방법
1. 연구 배경과 참여자
2. 연구와 코칭 과정
3. 자료 수집과 분석
IV. 연구 결과 및 논의
1. 개별 코칭 받은 참여자들의 성취도 변화와 성적 양상
2. 정성적 자료 안의 개별 코칭 과정, 제2 언어 학습경험과 학습동기
V. 결론 및 제언
참고문헌

키워드

저자

• 김정현 [ Kim, Junghyun | 인하공업전문대학/어학교양학부, 교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405