모바일 앱을 활용한 블렌디드 학습 환경에서 대학생 영어 학습자의 문법 능력과 인식 연구

Abstract

Rapid growth in the use of learning technologies, particularly mobile-based technologies, has provided learners with many more opportunities to access just-in-time information and use information in real time. In this environment, mobile phones have been used to enhance the effectiveness of education for learning English. The purpose of this study was to examine college students’ perceptions of English grammar learning programs and the effects of a mobile app-based grammar learning approach. In this study, their satisfaction with and thoughts on the usefulness of a mobile app-based class were investigated. Further, correlations between Korean college students' English grammar proficiency and their perceptions of a mobile app for blended learning were examined. An investigation was conducted for 15 weeks with 14 Korean college students. The students took English grammar classes that incorporated blended learning, a combination of face-to-face instruction with online instruction using a mobile grammar app. To this end, 14 Korean college students were asked to complete three measurement tools: a) a grammar test designed to discover the grammatical abilities of the learners and b) a questionnaire designed to measure college students’ perceptions of English grammar learning approaches and their satisfaction with and thoughts on the usefulness of a mobile app for learning English grammar. c) after the experiment, three students volunteered to be interviewed. Descriptive statistics, a paired samples t-test, one-way ANOVA, and multiple regression analysis using the SPSS 23 program were implemented to analyze the quantitative data. The major findings are summarized as follows. First, most college students recognized that it was important to learn English grammar in order to improve their overall English proficiency. Further, they felt that grammatical knowledge facilitated L2 reading comprehension and writing. However, students participating in this study expressed that it was ineffective to communicate in English while applying grammar they had studied; in fact, they considered grammar an obstacle to smooth conversation. Additionally, endless rote memorization of grammar led most students to develop negative attitudes toward learning it. Second, there was no significant difference between the pre- and post-test in measures of English grammar proficiency, which indicates that learning with a mobile app did not significantly and positively affect the development of students’ proficiency in this area. Third, there was no significant difference among groups. Nevertheless, of all the groups, students in lower level showed more improvement than any other group. Fourth, students’ satisfaction with the class was positive. The strength of mobile app-based learning is the ease with which a mobile device can be carried and used to access grammar practice lessons anytime and anywhere. Further, using mobile apps for blended learning can advance self-directed learning opportunities for learners. However, participants in the study reported that readability was hindered because of the size of the mobile screen. Fifth, students’ perceptions of the mobile app for learning English grammar were generally positive. Its usefulness in blended learning was affirmed by many students who said that they could easily recognize their weak points, solve grammar problems, and improve their grammatical abilities. Additionally, the usefulness of a mobile app as a tool for studying English grammar was to learn with no limitations on place or movement (i.e., mobility and ubiquity). Sixth, the results showed that two independent variables-satisfaction with learning methods and usefulness of learning content-affected learners’ grammar post-test scores. In conclusion, using a mobile app fosters a positive learning environment for learning languages that differs from traditional language learning methods, which are tedious and monotonous. Therefore, it is necessary to develop highly usable mobile contents. Findings from this study will contribute to the design and development of a new grammar app. Based on the findings, further research is suggested as follows. First, the primary limitation to the generalization of these results is the number of participants is too small, and therefore it is necessary that further studies cover a variety of participants with different academic backgrounds and levels. Second, there may be other factors related to students’ grammatical abilities that should be considered. It is necessary to find these related variables while considering the characteristics of mobile app-based English learning and expand the relevant models accordingly.