수준별 영어 이동수업이 고등학생들의 학업성취도, 흥미도, 자신감에 미치는 영향

Abstract

ABSTRACT

Effects of Level Differentiated English Instruction on High School students' Achievement, Interest, and Self-confidence

Hong, Eun Hwa Advisor: Kyung Ja Kim, Ph. D. Major in English Language Education Graduate School of Education, Chosun University

The purpose of this study is to investigate the effects of differentiated English instruction on high school students' Achievement and affective factors. To this end, the students in 6 intact classes (6 first grade classes)at a local middle school in Jang sung were divided into three levels (i.e., beginning, intermediate, and advanced) based on their scores of the achievement test taken in April, 2013. The level –based English instructions were provided for students from as April, 2013 to May 2013. To examine the improvement of each group, the comparisons were conducted between the achievement test scores taken prior to and after the treatment via statistical analyses such as a t-test. The results of the study suggest as follows. First, the scores of the three groups statistically meaningful increases. This means that the level-based English teaching had a positive influence on students. Second, the students in the beginning, intermediate and advanced level students improved significantly. This suggests that all students benefited from level-based instructions. Teachers need to remind the students that the class division is meant to provided the appropriate lecture to their level. and should put in continuous efforts in several areas, such as establishing advanced teaching strategies, preparing enough for the lessons, and reinforcing the sound of spirits of themselves.