ScholarWorks@중앙대학교

초록

This study aims to develop and apply a convergence-based instructional model for an English for Specific Purposes(ESP) course in science and engineering within a general education context and to examine its pedagogical implications. The goal was to enhance English communicative competence by practicing speaking strategies while explaining complex scientific concepts to international peers. Participants include 16 students in the experimental group, 18 in the control group, and 10 international students as learning partners. The model integrated classroom discussions with two 50-minute intercultural sessions using current news, cultural topics, and course content, followed by self-reflection. Speaking strategy use and self-regulated speaking motivation were measured twice, before and after the tasks. Results showed significant improvement in both groups, likely supported by consistent discussions integrating weekly news and course themes. Comparing the two groups, the experimental group displayed stronger engagement in classroom and a behavioral shift toward initiating interaction with English speakers, whereas the control group showed gains in learning from speaking errors and confirming interlocutor’s understanding. In addition, the control group made efforts to improve speaking through various means, which can be seen as positive in terms of learner autonomy, but these efforts also appear to reflect attempts to compensate for their speaking competence in the absence of a convergence-based task experiences. Correlation and regression analyses showed more stable links between strategy use and motivation in the experimental group(68%), whereas the control group showed a decline over time(58%→36%). Qualitative reflections indicated reduced speaking anxiety, increased real English interactions, improved adaptability to spontaneous communication, and enhanced self-regulated learning. They also reported broader cultural awareness, growth in global citizenship, and emotional connection with international peers. These findings suggest that convergence-based ESP instruction promotes communicative and intercultural competence as well as self-directed, cyclical learning that promotes personal and cultural growth.

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