영어 수준별 이동수업에서 중학교 학생들의 자신감, 학습동기, 불안감

Abstract

The purpose of this study was to investigate the effect of middle school students' self-confidence, motivation, and anxiety in level-differentiated English classes. In order to accomplish this purpose, 121 students in six classes participated in the study. They were all 8th graders. The students in 6 classes were divided into three levels (i.e., beginning, intermediate, and advanced) based on their scores of the mid term and final test. The result of this study can be summarized as follows: First, most students in the level-differentiated classes were satisfied with their English learning. Especially the students in advanced classes showed more higher self-confidence and motivation, but lower anxiety than those in intermediate and beginner classes. This suggests that all students benefited from level- differentiated English classes. Second, students who moved into the upper-level classes after the achievement test had more positive affective factors such as self-confidence, motivation, and anxiety in English classes. Students who moved into the lower-level classes showed that there are statistically significant differences among the three groups in their anxiety about English learning. Based on the study result, some suggestions are as follows: students’ affective factors are important to improve their English level. So teachers should be aware of students’ affective factors in level-differentiated English classes and need to prepare appropriate instructions. Also teachers should care about students’ affective factors of English learning after level changes.