온라인 다독 수업에서 초등영어 학습자의 정의적 요인과 읽기 성취도

Abstract

ABSTRACT

EFL Elementary School Students’ Affective Factors and Reading Achievement in Online Extensive Reading Class

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

Extensive reading is a way for students who are learning a second language to not only improve their reading skills but also enhance their overall language development. This study examined EFL elementary school students’ motivation, self-confidence and interest in an online extensive reading program. The study furthermore investigated the students’reading achievement based on their level of motivation, self-confidence and interest. Ten elementary school students at a private institute participated in this study. The class using the online extensive reading program was conducted for 40 minutes on a daily basis for a month in March. At the end of March, the students were asked to fill out a questionnaire about their affective reactions toward English reading. The questionnaire was composed of 37 items including participants’ background information. The reading achievement test was composed of reading comprehension, vocabulary, ordering summary statements and filling in the blanks. The data were analyzed by descriptive statistics, t-tests and reliability. The results of the study were summarized as follows: First, the mean score of self-confidence was the highest in students’affective factors. Second, there was no statistically significant relationship between students’ level of affective factors (motivation, self-confidence and interest) and their English reading achievement. However, the students who got higher level of English reading motivation, self-confidence and interest showed higher mean scores in their reading achievement. Online extensive reading class might help the students improve their motivation, self-confidence and interest in reading English and reading achievement.