멀티미디어를 활용한 영어수업이 중학생의 정의적 요인과 학업성취도에 미치는 영향

Abstract

The aim of this study is to examine the differences between the influence of multimedia English and non-multimedia English lessons on middle school students’ affective aspects and academic achievement. The research was carried out for eight weeks. Affective area was divided into satisfaction, interests, confidence, participation willingness, and learning persistence. One hundred students from four classes of the second grade in A middle school in Gwangju were divided into two groups, an experimental group and a comparative group. The average English score of the two groups was similar in the first semester. The lesson content of each class was the same in both groups. The difference between the two groups was classroom materials. In the experimental group, instruction with multimedia materials was applied, whereas the students in the comparative group were not provided with multimedia materials. The research findings are as follows: First, the experimental group showed meaningful difference in satisfaction, interests, confidence, participation willingness, and learning persistence compared to the comparative group. The result shows that multimedia materials are effective tools for raising students' satisfaction, interests, confidence, participation willingness, and learning persistence in English class. Second, the male and female students in the experimental group showed similar satisfaction and interests in the English lesson with multimedia materials. However, the male learners in the experimental group showed more meaningful difference in confidence, participation willingness, and learning persistence parts than the female learners. Third, the use of multimedia materials in English class had a positive effect on the improvement of students’ exam score. The average score of the experimental group was higher than the comparative group. Fourth, in the experimental group, the male students showed a larger improvement in their exam scores than the female students. In conclusion, the use of multimedia materials in classes has positive effects on students' affective domain and academic achievement. Moreover, the male students are affected by the use of multimedia materials more than the female students in confidence, participation willingness, and learning persistence. There is a need to develop multimedia teaching-learning methods which have been approved by many studies for appropriate multimedia English lessons.