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초록
The purpose of this study has been three-fold: to explore college students’ overall reaction to TETE; to investigate any differences in the student reaction according to language proficiency level; to examine instructional, interactional strategies that the students perceived as useful in TETE. Data were collected through a questionnaire and interviews involving 37 freshmen enrolled in two classes. Data analysis showed that the students’ overall perception of TETE were positive, particularly about 'increased opportunities to get exposed to language input,' 'to learn language naturally,' and 'to develop listening skills.' Regarding group differences, the high proficiency group showed more positive reaction at the significantly different level to'enhanced interest in the English language,' 'psychologically shortened distance to English,' and 'willingness to take more TETE courses in the future.' As beneficial instructional strategies, the students chose small group activities, the professor's discursive practices, such as elaboration, exemplification, paraphrasing, and code-switching. Based on the findings, the present study offers considerations for better TETE courses and also future studies. (165 words)