[논문]유튜브 비디오 보기 활동이 영어 독해 능력 향상에 미치는 영향

김나영

doi:10.14400/jdc.2019.17.6.001

유튜브 비디오 보기 활동이 영어 독해 능력 향상에 미치는 영향
A Study on Youtube Video-Watching Activities and their Effects on Improving English Reading Comprehension Skills 원문보기

디지털융복합연구 = Journal of digital convergence, v.17 no.6, 2019년, pp.1 - 9

김나영 (세한대학교 교양학부)

초록
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본 연구는 유튜브 비디오 보기 활동이 국내 대학생의 영어 독해 능력 향상에 미치는 영향을 조사한 것으로, 유튜브 비디오 보기 활동을 통해 국내 대학생의 영어 독해 능력이 실제로 상승하는지 여부를 알아보는 데 그 목적이 있다. 16주 동안 총 148명의 참가자가 세 개의 실험그룹과 한 개의 통제그룹으로 나뉘어 본 연구에 참여하였으며, 각각의 실험그룹은 수업 시작 전, 수업 중, 수업 종료 후 유튜브 비디오 보기 활동을 진행하였다. 연구 시작 전과 종료 후 각각 사전 사후 독해 능력 평가를 실시한 후, 대응표본 t-검증을 통해 유튜브 보기 활동의 효과를 파악하였고, 그룹 간 비교를 위해 일원분산분석을 실시하였다. 본 연구의 주요 결과 및 시사점은 다음과 같다. 사전 사후 평가 결과 모든 실험 그룹에서 영어 독해 능력이 유의미하게 상승한 것으로 나타나 수업 전, 수업 중, 수업 후 유튜브 비디오 보기 활동의 효과를 증명하였다. 한편 독해 능력 상승에 대한 그룹 간 차이는 유의미하지 않은 것으로 밝혀졌다. 본 연구는 영어 독해 능력 향상을 위한 유튜브 비디오 활용에 대한 시사점을 제시하는데 그 의의를 갖는다.

Abstract ▼ AI-Helper

In an effort to explore the effects of Youtube video-watching activities on Korean college students' English reading comprehension skills, 148 undergraduate students who enrolled in a General English class at a university in Korea participated in the present study. Participants were randomly classified into four groups - three experimental groups and one control group - according to when they watch videos: before class (n = 33), during class (n = 42), after class (n = 36), and none (n = 37). Over 16 weeks, the three experimental groups engaged in Youtube video-watching activities for about 10 minutes before, during, and after the class, while the control group did not. Pre- and post-tests were administered to confirm the effects of the use of Youtube videos on improving English reading comprehension skills. To compare the improvement between groups, a one-way ANOVA was also run. Major findings are as follows: First, participants in all the three experimental groups significantly improved their English reading comprehension skills, indicating the beneficial effects of Youtube video-watching activities. However, there was no statistically significant difference in the mean improvement between the groups. Based on this, limitations and suggestions for the future research are discussed at the end.

주제어

표/그림 (4)

표 Table 1. Participants
그림 Fig. 1. YouTube Videos
표 Table 2. Changes in Reading Comprehension Skills
표 Table 3. Improvement between Groups

AI 본문요약
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문제 정의

The purpose of the current study was to determine when to show videos to foreign language learners for improving their reading comprehension skills. All participants in the three experimental groups engaged in Youtube video-watching activities for the 16-week experimental period.

제안 방법

The participants in this study were randomly classified into four groups - three experimental groups and one control group - according to when they watch Youtube videos: before class (n = 33), during class (n = 42), after class (n = 36), and none (n = 37). In order to confirm the equivalence of the groups before treatment, the pre-test results were used. A one-way ANOVA was carried out, and as Table 1 shows above, there was no statistically significant group difference between the four groups (p > .
In order to examine the effects of video-watching activities, carried out was quantitative analysis. Collected data from the present study were analyzed with SPSS 18.
Over the 16-week experiment, all participants including the control group took their English lessons for two hours a week. Even though both the experimental and the control groups received the formal English instruction during the regular teaching time period, participants in the control group received no treatment.
Most of them were freshmen students taking the same English class for two hours a week from the same instructor. The class objectives were to improve general English skills. The participants' age ranged from 19 to 23.
The participants in this study were randomly classified into four groups - three experimental groups and one control group - according to when they watch Youtube videos: before class (n = 33), during class (n = 42), after class (n = 36), and none (n = 37). In order to confirm the equivalence of the groups before treatment, the pre-test results were used.
Therefore, this study aims to compare the effects of Youtube video-watching activities on improving Korean college students' English reading comprehension skills depending on when they watch the videos.

대상 데이터

The current study tried to compare the effect of video-watching activities on foreign language acquisition depending on when learners watch the videos. In order to explore the effect of video use in foreign language class, 148 participants participated in the present study. All participants were asked to take the reading comprehension tests as pre- and post- tests to investigate the changes after participating in video-watching activities.
In the current study, participants consisted of 148 college students. They enrolled in 16-week General English course at a university in South Korea.
In the current study, participants consisted of 148 college students. They enrolled in 16-week General English course at a university in South Korea. Most of them were freshmen students taking the same English class for two hours a week from the same instructor.

데이터처리

As for the quantitative analysis, descriptive statistics such as means and standard deviations were calculated. In an effort to compare the pre- and post-test mean scores, paired samples t-tests were administered. To compare the improvement between groups, a one-way analysis of variance (ANOVA) was also performed.
In order to compare the reading comprehension improvement between the four groups, a one-way ANOVA was carried out. Differences in the mean improvement between the groups were compared to determine which group improved the reading comprehension skills the most between the pre and the post-tests.
In an effort to compare the pre- and post-test mean scores, paired samples t-tests were administered. To compare the improvement between groups, a one-way analysis of variance (ANOVA) was also performed. P values were set at .

후속연구

Most of them were freshmen students and their age ranged from 19 to 23. Furthermore, even though a pre-test post-test design with a control group was implemented in this study to determine the effects of video use, the improvement in reading comprehension skills for the experimental groups might be due to the increased exposure to English language itself by watching videos. The reading text used in the pre- and post-tests was not related to the text used in class.

참고문헌 (22)

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상세보기
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표제어: PCR

동의어: Packet Collision Rate

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용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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