본연구는 대학영어교육에서의 내용중심강의(Content-Based Instruction:CBI)를 효과적으로 실천하는 방안으로 보호교수법 관찰규칙 (Sheltered Instruction Observation Protocol: SIOP)을 적용하여 교수자 연수 워크샵을 개발하고, SIOP으로 훈련된 교수자들의 교수방법 ...

본연구는 대학영어교육에서의 내용중심강의(Content-Based Instruction:CBI)를 효과적으로 실천하는 방안으로 보호교수법 관찰규칙 (Sheltered Instruction Observation Protocol: SIOP)을 적용하여 교수자 연수 워크샵을 개발하고, SIOP으로 훈련된 교수자들의 교수방법에 나타난 변화와 효과성을 규명하고자 하였다. SIOP 교수자들의 교수방법과 학습자들의 그에 대한 반응 및 영어능력 향상을 알아보기위하여 전문가 수업관찰, 교수자 논의, 설문조사, 인터뷰, 영어말하기 쓰기능력향상 측정에 대한 자료를 수집, 분석하였다. 분석결과는 SIOP교수자들이 학습자들이 느끼는 언어적, 개념적 어려움에 더욱 예민하게 반응하며 이를 적극적으로 교수방법에 수용하고자 하는 모습이 관찰되었으며, 교수자-학습자간, 학습자간 상호작용을 활발히 하고자 하는 노력이 관찰되었다. 이연구는 SIOP이 관찰및 평가도구로서만이 아니라 교수자가 내용중심강의 수업을 기획, 준비하며, 학습자의 언어적, 개념적 발달에 효과적으로 대처하는 교수법의 모형으로서의 가능성을 보였다는 데 의의가 있다고 할 것이다.

This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instr ...

This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instructors’ way of teaching and students’ response to it through the analyses of data collected from observation, proficiency tests, the students’ answers to a survey form and a questionnaire, the study produced research findings suggesting that the SIOP guided CBI instructors could be more sensitive to the structures of lessons and address the linguistic challenge the students might face in a CBI course while making deliberate efforts to increase the level of teacher-student interaction and student-student interaction. The study showed the potentials of the SIOP not only as an observation and rating tool but also as guiding principles with which CBI instructors are able to develop, evaluate and refine their way of instruction and thereby contribute to promoting the students’ comprehension and participation. It also suggested that follow-up studies need to be conducted to provide a more comprehensive picture of the effectiveness of the SIOP model for college-level CBI courses.

This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instr ...

This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instructors’ way of teaching and students’ response to it through the analyses of data collected from observation, proficiency tests, the students’ answers to a survey form and a questionnaire, the study produced research findings suggesting that the SIOP guided CBI instructors could be more sensitive to the structures of lessons and address the linguistic challenge the students might face in a CBI course while making deliberate efforts to increase the level of teacher-student interaction and student-student interaction. The study showed the potentials of the SIOP not only as an observation and rating tool but also as guiding principles with which CBI instructors are able to develop, evaluate and refine their way of instruction and thereby contribute to promoting the students’ comprehension and participation. It also suggested that follow-up studies need to be conducted to provide a more comprehensive picture of the effectiveness of the SIOP model for college-level CBI courses.

The present study attempted to examine the SIOP model’s possibilities in promoting effective and efficient CBI courses for college-level EFL students. In terms of making a CBI course effective enough to enhance the content knowledge as well as improvi ...

The present study attempted to examine the SIOP model’s possibilities in promoting effective and efficient CBI courses for college-level EFL students. In terms of making a CBI course effective enough to enhance the content knowledge as well as improving language skills of the students, a teacher-factor cannot be overemphasized. In particular, the CBI courses conducted in EFL contexts would require more prepared instructors. In that sense, it can be safely said that the SIOP model showed a certain possibility since it seemed to contribute to increasing the instructors’ awareness of how to promote students’ comprehension of the content concepts as well as encourage their participation.

Concerning the linguistic improvement achieved by the SIOP students, the data analysis of the speaking and writing proficiency tests did not clearly show whether their linguistic progress, if any, could be attributed to the fact that they had SIOP instructors. But the data analysis of questionnaire was suggesting that the SIOP students appeared to have improved their language skills with a relatively higher degree of satisfaction compared with that of the non-SIOP students, which was rather supported by the SIOP students’ comments talking about their sense of improvement. However, the study could not control the number of students at each class involved in the study, be it SIOP class or non-SIOP class. This number factor might be closely related to the level of interaction between the instructor and the students, and among the students both quantitatively and qualitatively. Especially in CBI classes in which a certain amount of interaction should be secured to take care of the linguistic demands as well as content comprehension in a proper way, class size is a critical factor affecting each phase of lesson resulting in a different degree of satisfaction with the way the instructor operates the class and the course itself in general. In addition, it should be also considered that it would take more than at least one semester to show linguistic gains that can be easily measurable. This is another reason to require follow-up studies in order to accumulate empirical evidence upon which the effectiveness of SIOP-led CBI courses might be proved.
As for the content-enhancement, the present study relied on the students’ self-evaluation of how well they were able to comprehend and extend content knowledge based on the analysis of the students’ answers to Question 5 and 9 of the questionnaire. It seemed that the students at the non-SIOP class struggled more to grasp the meanings and less percentage of the students showed their satisfaction in terms of increasing professional knowledge of the topic. It might not be reasonable to take a look at only one variable among others, whether the students were taught by SIOP or non-SIOP instructor, in interpreting the results. Above-mentioned class size factor might be one of the causes contributing to the different degrees of students’ satisfaction and evaluation. Nevertheless, such a different response from the students depending on whether they were studying at the SIOP or non-SIOP classes should be taken seriously and needs to be confirmed with further empirical studies.
At the same time, whenever conducting research with classroom practices, one should bear in mind the three things: "(1) courses are designed to accomplish different goals, (2) teachers vary greatly in their individual strengths, personalities, and teaching styles, and (3) learners differ extensively in the skills they are ready to acquire and in the ways that they learn" (Genesee & Upshur, 1996, p. 265). Only after understanding the inherent complexity of human behavior of learning and teaching, we will be able to evaluate how the instructors teach and find a best way fit for each different group of students.