영어동화 활용 수업에서 초등학생들의 독해력과 영어 학습에 대한 흥미도

Abstract

Abstract

Elementary School Students’ Reading Achievement and Interest in English Storybook-based Classroom

Nahyeon Kim Advisor: Kyung Ja Kim, Ph.D. Major in English Education Graduate School of Education, Chosun University

The purpose of this study is to examine the effects of English storybook reading on English reading achievement and interest for elementary students. A total of 13 students at an English institute in Gwangju participated in the study. Before the study, the students were asked to fill out a questionnaire about their background information such as gender, grade and period of studying English. Students’ reading achievement was measured through the pre­ and post­tests. Students’ interest was also explored using a survey and supplemented with qualitative interview data. The class using English storybooks was conducted for 45 minutes 12 times for four weeks from March 1 to March 31. The responses from the questionnaires were analyzed by statistical methods such as reliability, descriptive statistics and t­tests. The results of this study were as follows: First, students’ reading achievement showed improvement in English storybook-based classrooms. There was a significant statistical difference in students’ English reading achievement. In other words, English reading score in the post­test was significantly higher than that of the pre-test. While reading storybooks, students were incidentally exposed to various English expressions that were not on textbook. Second, English storybook reading instruction was shown the positive changes in students’ interest in English learning. Especially, students’ interest was increased by student­centered activities such as role­play, true or false game and book report. Therefore, more systematic English storybook reading program should be developed in order to apply to English classes. Based on the results of the study, several teaching suggestions are provided.