블렌디드 러닝을 통한 대학생들의 토익수업 효과 (The effects of TOEIC classes using blended learning for university students)

The purpose of the present study is to investigate the effects of TOEIC classes using blended learning. In addition, this study’s purpose is to examine the relation between blended learning and self-directed learning readiness. For the study, the research was implemented for 15 weeks with forty-two Korean university students. The students took TOEIC classes using blended learning which combines face-to-face instruction with online instruction. The results were as follows. First, TOEIC classes through blended learning were found to be effective in improving the students’ TOEIC scores. Additionally, the higher level students showed more improvement than the lower level students although there wasn’t a statistical difference between the both. Second, students’ satisfaction toward the class revealed that blended learning is suitable for a TOEIC class. The higher level students showed higher satisfaction than the lower level students. Third, there was a correlation between students’ satisfaction and ‘self-understanding’ factor in self-directed learning readiness. This result suggests that teachers should consider learners with different self-directed learning readiness to apply blended learning effectively to the class. This study shows that blended learning has a positive influence on English classes. Based on the study, some guidelines for effective English classes were suggested.

The purpose of the present study is to investigate the effects of TOEIC classes using blended learning. In addition, this study’s purpose is to examine the relation between blended learning and self-directed learning readiness. For the study, the research was implemented for 15 weeks with forty-two Korean university students. The students took TOEIC classes using blended learning which combines face-to-face instruction with online instruction. The results were as follows. First, TOEIC classes through blended learning were found to be effective in improving the students’ TOEIC scores. Additionally, the higher level students showed more improvement than the lower level students although there wasn’t a statistical difference between the both. Second, students’ satisfaction toward the class revealed that blended learning is suitable for a TOEIC class. The higher level students showed higher satisfaction than the lower level students. Third, there was a correlation between students’ satisfaction and ‘self-understanding’ factor in self-directed learning readiness. This result suggests that teachers should consider learners with different self-directed learning readiness to apply blended learning effectively to the class. This study shows that blended learning has a positive influence on English classes. Based on the study, some guidelines for effective English classes were suggested.