동료 멘토링 활동이 중학생들의 영어학습 성취도와 태도에 미치는 영향

Abstract

ABSTRACT

The Effect of Peer–Mentoring on Middle School Students’ English Achievement and Attitudes

Ah-ra Lee Advisor: Kyung Ja Kim, Ph.D. Major in English Language Education Graduate School of Education, Chosun University

For the more students could study English efficiently in school and promote their positive learning relationship, peer-mentoring has been considered as an appropriate alternative. The purpose of this study is to investigate the effect of peer-mentoring on the achievement and learning attitudes of middle school students toward English learning. In this study, six pairs of peer-mentoring teams volunteered to participate. For about three months, each mentoring team gathered after school five times a week to study what they’ve learned in their regular English classes and they prepared for their midterm and final tests. Data were collected twice: befor, and after the mentoring program. Both mentee, and mentor participants were asked to fill out the questionnaire about themselves and attitudes toward English (subject, instruction, teacher, peer-mentoring). Also, the students’ English achievement scores were collected by the help with English instructors. The attitude items of the pre- and post- questionnaires were the same. The collected data were analyzed by using descriptive statistics and paired samples t-tests. The results are as follows: First, almost all mentees showed their improvemnet in the final test compared to the midterm exams. Four out of five mentees’ and four out of six mentors’ English scores were improved. Secondly, both the mentees and mentors demonstrated a statistically significant improvement in some part of their attitude to English language. In the attitude of English subject and class, both mentee and mentor showed statistically significant improvement. But in the attitude of English teacher and peer-mentoring there were some improvement but the difference was not statistically significant. However, only 11 students participated and the length of the experiment was 3 months. The short period of experimental time and small sample size might be responsible for the small differences. In conclusion, despite the short experimental period, this experiment proves a peer-mentoring can help to improve students’ English achievement and affect positively their attitudes. The study provides teaching implications based on the results.