초등학생 영어체험학습 만족도 연구 : 교사, 프로그램, 학습자 요인을 중심으로

Abstract

The purpose of this study is to investigate the elementary students’ satisfaction related to English Experiential Learning(EEL), focusing on the teacher, program and learner factors, and to find out whether there is a difference in satisfaction according to grade level and the time when they started learning English. For this purpose, a survey was conducted with 107 students ranging from grades 3 to 6 from 4 elementary schools. The survey consisted of student background questionnaires as well as satisfaction related questions. Additionally, a 5-Point Likert Scale and a choice type were used as the scoring method. The collected data were analyzed using SPSS, and the results are as follows. First, as a result of the satisfaction survey on EEL teachers, the students responded that the teachers taught confidently and explained slowly so that the students could understand. However, this method was not fully reflected in the students as according to the students it brought little changes to their attitude towards learning English, and showed a little improvement to their comprehension. The data also show that students’ names are called more during the EEL than in the school English class, it can be seen that the teacher-student interaction occurs more frequently during the EEL than in the school English class. Second, according to the results of the satisfaction survey on the EEL program, it was found that students wanted teachers to use both English and Korean in terms of language preference during the class. In addition, the students preferred class activities in the order of a game activity > media related activity > role play and then a presentation activity. They answered it is of the students’ opinion that the most fun places to learn English are at schools and English experience centers. Third, in terms of satisfaction with academic achievement, it was found that students had a desire to be good at English like the EEL teachers. They did not feel afraid to give presentations during EEL than in school English classes, and made more conversation. The most preferred class activity was playing games and the least preferred was presenting (or writing) tasks. However, it was noted that students gained knowledge and English skills through writing activity. Finally, the result of the comparative analysis of satisfaction by grade level demonstrated a statistically significant difference only in teacher satisfaction. A post-hoc test confirmed that there was a significant difference between grades 4 and 6. There was no statistically significant difference in the program and academic achievement satisfaction by grade level. In addition, no statistically significant difference was found in all three factors of satisfaction from the initial time of learning English.