학습자생성 퀴즈 및 질문 활용 영문독해 수업이 대학생의 메타인지, 학습몰입, 영어학습에 대한 인식에 미치는 영향

초록

This study investigates the effects of English reading class utilizing a variety of activities with student-generated quizzes and questions on university students’ metacognition, learning engagement, and their perceptions toward English learning. Twenty-eight university students, most of whom were freshmen, participated in the study for 15 weeks. Throughout the semester, the students were repeatedly engaged in several activities where they were guided to create and upload quiz items and questions related to the English reading texts, responded to peers’ questions online, participated in small group activities related to the quizzes and questions, etc. Pre- and post-tests were administered on their metacognition, learning engagement, and perceptions toward English learning. Paired samples t-test results showed that the students’ overall metacognition increased with statistical significance. Their learning engagement was found to yield no statistical differences. The participating students’ perceptions toward English learning in total and in the areas of interest and self-confidence showed significant increases. The students responded in the additional survey that the class activities were highly interesting and helpful for their study. The results of the study have some pedagogical implications related to learner-centered instruction.

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