EBS 교재를 활용한 수업에서 고등학교 영어교사의 자신감, 불안, 동기

Abstract

ABSTRACT

EFL High School Teachers’ Self-Confidence, Anxiety, and Motivation in Their Teaching with EBS Textbooks

Eden Jung Advisor: Kyung Ja Kim, Ph.D. Major in English Education Graduate School of Education, Chosun University

The study was to examine EFL high school teachers’ self-confidence, anxiety, achievement motivation in their English teaching with EBS textbooks. Furthermore, the study explored differences in the teachers’ self-confidence, anxiety and achievement motivation in terms of their gender, workplace and teaching experiences. The subjects of this study consisted of 80 highschool English teachers in Kwangju and Jeollanam-do. The questionnaire was composed of 31 items, including teachers’ actual use EBS textbooks and affective factors in teaching English with EBS materials. The responses from the questionnaire were analyzed by statistical methods such as descriptive statistics, t-test, and ANOVA. The results of this study were as follows: First, English teachers were generally satisfied with using EBS textbooks. The teachers used EBS textbooks in their regular and supplementary English classes. The primary reason for using EBS textbooks was to help students’ preparation for the collage entrance exam. Second, the participant teachers showed high self-confidence and motivation score, but low anxiety score. This result showed the general relationship between self-confidence and anxiety in language learning class. The more self-confidence the teachers had, the less anxiety they had. Third, there were no significant differences in the teacher self-confidence, anxiety, achievement motivation based on gender, workplace. However, there was a significant differences in teachers’ anxiety level by their teaching experiences. Those who have taught English for 6~10 years showed the highest anxiety about teaching with EBS textbooks. Based on the study findings teaching implications are provided.