KJCKorea
Journal Central

This study designed a ‘Speaking Experience Conversation’ education model that can be applied to university speaking classes, applied it to actual classes, and evaluated its effectiveness. To this end, a survey on the perception of conversation experience was conducted as a preliminary survey to derive educational content that reflects the actual conversation of learners, and ‘1-minute speaking’ and ‘conversational feedback’ were proposed as educational methods. The education was conducted in the first and second semesters of 2024 with a total of 112 students in four classes of the <Speaking> subject. The educational effectiveness was examined through quantitative analysis using pre-and post-surveys and qualitative analysis using impressions. The quantitative analysis results showed that conversational reflection attitude and interpersonal communication skills significantly improved and presentation anxiety was reduced after the education compared to before the education. The qualitative analysis results confirmed the educational effects of the following: willingness to reflect on conversation and improve, improvement of conversational skills and conversational efficacy, enjoyment and intimacy of communication in a comfortable class atmosphere, expansion of empathy and awareness of others, alleviation of presentation anxiety and overcoming irrational beliefs, and improvement of speaking reflection and speaking ability. This study is significant in that it introduces and shares the specific content, methods, models, and processes of ‘conversational experience speaking’ that can be attempted in university speaking classes.

University speaking class, conversation experience, conversation reflection, communication, conversation education