플립 러닝 기반 영어 동화 활용 수업의 효과성 연구: 초등 영어학습자의 문해력과 흥미도

Abstract

This study was conducted to examine the effects of using English story-based lessons based on flipped learning on the reading comprehension and interest in English learning among elementary English learners. The English story lessons were conducted over a period of five weeks, comprising a total of 10 sessions, targeting seven students in the fifth and sixth grades of elementary school. Relatively easy and familiar stories containing peer narratives were selected, considering the levels of elementary learners, and flipped learning was employed to promote self-directed learning among the students. Prior to the experimental lessons, a preliminary survey was conducted to assess the students' basic perception of English learning. To examine the reading comprehension and interest in English learning, a pre-assessment was conducted, followed by a post-assessment to observe any changes after the experimental lessons. The experimental lessons consisted of learning activities both outside and inside the classroom, based on flipped learning. Outside the classroom, individual learning was facilitated through video viewing and vocabulary learning, while inside the classroom, balanced reading strategies and team-based activity sheets were conducted in collaboration with the researchers. The results of this study are as follows: First, English story-based lessons using flipped learning had a positive effect on improving students' reading comprehension. Through the pre- and post-assessments, analyzing the students' reading comprehension scores, it was found that the average scores improved significantly, indicating a statistically significant difference. This suggests that the integrated online and offline learning for efficient implementation of story-based lessons, including pre-learning of vocabulary and predictions as foundational skills, directly influenced the improvement of reading comprehension. Second, English story-based lessons using flipped learning contributed to an increase in students' interest in English learning. Through the pre- and post-assessments of the three factors: English learning, English lessons, and the English subject, analyzing the students' interest in English learning, it was found that the average scores improved significantly, indicating a statistically significant difference. The integration of flipped learning as a new teaching method and English stories allowed students to engage in enjoyable story reading and group activities through activity sheets, fostering a positive perception of the English subject and increasing their interest in English learning.