Student Perceptions of a Resource-Based English Conversation Class without a Textbook: A Case Study
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| Title: | Student Perceptions of a Resource-Based English Conversation Class without a Textbook: A Case Study |
|---|---|
| Language: | English |
| Authors: | Hyunsun Im |
| Source: | Journal of Pan-Pacific Association of Applied Linguistics. 2025 29(2):31-44. |
| Availability: | Pan-Pacific Association of Applied Linguistics. Cheongji National University of Education. Main Bldg #506, 2065 Cheongnam-ro, Cheongju-si, Chungcheongbuk-do 28690, Korea. e-mail: paaljournal@gmail.com; Web site: http://paal.kr/html/sub04_01.asp |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Undergraduate Students, English (Second Language), Conversational Language Courses, Student Satisfaction, Student Participation, Language Skills, Student Interests, Foreign Countries |
| Geographic Terms: | South Korea |
| DOI: | 10.25256/PAAL.29.2.3 |
| ISSN: | 1345-8353 2671-938X |
| Abstract: | This study examines students' perceptions of a resource-based English conversation class conducted without the use of a prescribed textbook at a university in South Korea. Twenty undergraduate students majoring in English language and literature participated in the course, which emphasized learner autonomy by requiring students to identify, select, and present authentic materials as the foundation for weekly discussions and activities. At the end of the semester, students completed a survey on their perceptions, which covered five dimensions: overall satisfaction, diversity of topics, interest in topics, participation, and perceived improvement in language skills. Descriptive statistics indicate generally positive perceptions, with all dimensions rated above the midpoint of the scale. Diversity of topics and interest in topics received the highest ratings, suggesting that resource-based learning successfully enhanced learner motivation and engagement through variety and relevance. Participation and perceived language improvement received the lowest ratings, pointing to possible challenges in sustaining active involvement and recognizing measurable proficiency gains. These findings highlight both the promise and limitations of resource-based approaches in EFL conversation classes: while resource-based learning provides authenticity and promotes autonomy, scaffolding and teacher facilitation remain crucial. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494713 |
| Database: | ERIC |
| Abstract: | This study examines students' perceptions of a resource-based English conversation class conducted without the use of a prescribed textbook at a university in South Korea. Twenty undergraduate students majoring in English language and literature participated in the course, which emphasized learner autonomy by requiring students to identify, select, and present authentic materials as the foundation for weekly discussions and activities. At the end of the semester, students completed a survey on their perceptions, which covered five dimensions: overall satisfaction, diversity of topics, interest in topics, participation, and perceived improvement in language skills. Descriptive statistics indicate generally positive perceptions, with all dimensions rated above the midpoint of the scale. Diversity of topics and interest in topics received the highest ratings, suggesting that resource-based learning successfully enhanced learner motivation and engagement through variety and relevance. Participation and perceived language improvement received the lowest ratings, pointing to possible challenges in sustaining active involvement and recognizing measurable proficiency gains. These findings highlight both the promise and limitations of resource-based approaches in EFL conversation classes: while resource-based learning provides authenticity and promotes autonomy, scaffolding and teacher facilitation remain crucial. |
|---|---|
| ISSN: | 1345-8353 2671-938X |
| DOI: | 10.25256/PAAL.29.2.3 |
