Ever since COVID-19 hit the world in 2019, almost all parts of education have been undergoing major changes. Online learning/teaching has been the norm and this study focused on four elementary school students’ online English learning at N English Learning Center (NELC) in Jeollabuk-do, South Korea. The study participants were four 6th-grade NELC after-school program students. The dual purpose of this study was to take a close look (1) at their English reading ability development and (2) at their learner autonomy development while taking part in the study for five months. The researcher performed two roles throughout the study. First, as a teacher, she was an active participant who planned and taught online English classes. Second, as a researcher, she collected and analyzed the study data which were mostly saved on her computer files. The teacher researcher also guided the four students on how to take Zoom-based online English-storybook-reading classes, and on how to upload assignments to the class module. The storybooks used in this study were “Sunshine Readers” which are composed of five stages of 60 books. The students read them in online classes three times a week for 5 months. Each week, they also selected one book to read aloud, and uploaded their audio-recorded reading assignment to an internet portal (https://cafe.daum.net/englishzoom). To scrutinize the four students’ reading ability development, the researcher listened to the students' recorded assignments, gave individual feedback as online replies, and conducted reading comprehension tests and speed tests. The students’ study journals were also used to check the students’ reading ability development. In ...
Ever since COVID-19 hit the world in 2019, almost all parts of education have been undergoing major changes. Online learning/teaching has been the norm and this study focused on four elementary school students’ online English learning at N English Learning Center (NELC) in Jeollabuk-do, South Korea. The study participants were four 6th-grade NELC after-school program students. The dual purpose of this study was to take a close look (1) at their English reading ability development and (2) at their learner autonomy development while taking part in the study for five months. The researcher performed two roles throughout the study. First, as a teacher, she was an active participant who planned and taught online English classes. Second, as a researcher, she collected and analyzed the study data which were mostly saved on her computer files. The teacher researcher also guided the four students on how to take Zoom-based online English-storybook-reading classes, and on how to upload assignments to the class module. The storybooks used in this study were “Sunshine Readers” which are composed of five stages of 60 books. The students read them in online classes three times a week for 5 months. Each week, they also selected one book to read aloud, and uploaded their audio-recorded reading assignment to an internet portal (https://cafe.daum.net/englishzoom). To scrutinize the four students’ reading ability development, the researcher listened to the students' recorded assignments, gave individual feedback as online replies, and conducted reading comprehension tests and speed tests. The students’ study journals were also used to check the students’ reading ability development. In order to scrutinize the four students’ learner autonomy development, the researcher conducted pre-and-post individual interviews. In addition to the interviews, students initially wrote learning contracts and then continued to write English study plans to check if the plans were performed for five months. Finally, the teacher researcher kept class observation journals. The study results are as follows: First, as a result of reading English children’s books aloud online for 5 months, the four students' English reading ability improved overall. Based on the data shown in the students' recorded assignments and their English reading test results, it was clear that the students' reading speed as well as their English comprehension abilities had improved. Also, they became more confident in reading English while taking part in the study for five months. Second, the students slowly began to study English on their own and their autonomy development was revealed. The students set their own learning goals in their learning contracts before starting the online classes. In addition, each time students studied, they wrote a study journal and formed a habit of planning and organizing their learning. Through individual interviews conducted with the researcher, the students had time to think about their English learning motivation and their future. They also had time to relate their future and their English learning motivation, and to form an ideal second language self(김태영, 2015). Based on the results of this study, some research suggestions for elementary English education are as follows: First, in this study, it was found that reading English story books aloud was helpful to improve the students' English reading fluency. More in-depth studies are needed on how to implement reading-storybooks-aloud in primary school English classes. Second, it was found that the students participating in the study formed a positive English learning motivation and an ideal second language self, and that forming an ideal second language self was helpful for English learning. Further studies are needed to understand the concept of ideal second language self and how to boost it in primary school English classes. Third, it was observed that the study participants who improved their English learning autonomy, planned and performed English learning activities on their own even after the official English classes were over. It would be very fruitful if primary school students’ English-learning autonomy were studied more, for longer than five months, and with more study participants.2019년 코로나19 사태로 인해 교육계에 비대면 수업이 일반화되면서 본 연구에서는 전라북도 중소도시에 있는 N 영어체험학습센터의 초등 영어학습 상황에 주목하였다. 연구자는 N 영어체험학습센터 방과후 프로그램에 참여하는 초등학교 6학년 학생 4명을 대상으로 5개월 동안 영어 단계별 동화책 읽기 온라인 수업을 수행하였다. 다음은 본 연구의 구체적인 연구과제이다. 첫째, N 영어체험학습센터 방과후 온라인 영어 동화책 읽기 수업에 참여한 학생 네 명의 영어 읽기 능력은 어떻게 발달하는가? 둘째, N 영어체험학습센터 방과후 온라인 영어 동화책 읽기 수업에 참여한 학생 네 명의 학습자 자율성은 어떻게 발달하는가? 연구자는 본 연구에서 교사 및 연구자로 참여하였으며, 온라인 수업은 줌(Zoom) 플랫폼을 활용하여 진행하였다. 연구에서 사용한 교재는 선샤인 리더스(Sunshine Readers) 단계별 영어 읽기 동화책 전권(60권)이다. 학생들은 다섯 달 동안 매주 3회씩 온라인 수업에 참여하였으며, 매주 자신이 선택한 교재를 읽고 녹음하여 웹사이트에 업로드하였다. 이때 학생들의 읽기 능력 변화를 관찰하기 위해 학생들의 동화책 녹음 자료, 읽기 속도 및 내용이해 검사 결과, 읽기 능력 검사 결과를 사용하였으며, 학생들이 기록한 학습일지를 분석하였다. 또한, 학생들의 학습자 자율성 발달을 분석하기 위해 사전·사후 면담 내용, 학습 계약서, 영어학습 주도성 검사, 학습계획서, 연구자와 원어민 교사의 수업 관찰일지를 활용하였다. 이러한 자료를 분석한 연구결과는 다음과 같다. 첫째, 초등학교 6학년 학생들의 영어 읽기 능력은 전반적으로 향상되었다. 학생들의 녹음 과제에서 관찰된 읽기 유창성 변화와 영어 읽기 속도 검사 및 내용이해 검사 결과를 살펴보면 읽기 속도가 향상되었음을 관찰할 수 있었다. 둘째, 온라인 수업을 통해 영어 동화책 읽기 수업을 하면서 학생들은 스스로 영어 공부를 하게 되었다. 학생들은 수업을 시작하기 전에 학습 계약서를 작성하여 스스로 학습 목표를 세우고, 영어 공부를 시작하였다. 또한, 공부할 때마다 스스로 계획을 세우고, 공부한 내용을 정리하며 학습일지를 썼다. 연구자와 면담을 통해 자신의 영어학습 동기에 대해 생각해 보고, 자신의 미래와 연결지어본 학생들은 자신만의 영어 공부법을 찾아 영어학습을 이어가는 모습을 보여주었다. 이상과 같은 연구결과를 바탕으로 한 제언은 다음과 같다. 첫째, 영어동화를 소리 내어 반복하여 읽는 것이 학생들의 영어 읽기 유창성 향상에 도움이 됨을 알 수 있었다. 둘째, 본 연구에서 연구 참여 학생들은 긍정적인 영어학습 동기를 형성하고, 이상적인 제2 언어 자아를 형성하여 영어학습에 도움이 되는 것을 알 수 있었다. 셋째, 본 연구결과에서 영어학습자 자율성 발달을 경험한 학생들은 교실 밖에서도 스스로 영어 학습 활동을 계획하여 수행함을 관찰할 수 있었다. 이와 같은 제언을 바탕으로 다양한 지역에서 더 많은 학생을 대상으로 더 오랫동안 관련 연구가 수행된다면 초등영어교육 발전에 큰 도움이 될 것이다.
Ever since COVID-19 hit the world in 2019, almost all parts of education have been undergoing major changes. Online learning/teaching has been the norm and this study focused on four elementary school students’ online English learning at N English Learning Center (NELC) in Jeollabuk-do, South Korea. The study participants were four 6th-grade NELC after-school program students. The dual purpose of this study was to take a close look (1) at their English reading ability development and (2) at their learner autonomy development while taking part in the study for five months. The researcher performed two roles throughout the study. First, as a teacher, she was an active participant who planned and taught online English classes. Second, as a researcher, she collected and analyzed the study data which were mostly saved on her computer files. The teacher researcher also guided the four students on how to take Zoom-based online English-storybook-reading classes, and on how to upload assignments to the class module. The storybooks used in this study were “Sunshine Readers” which are composed of five stages of 60 books. The students read them in online classes three times a week for 5 months. Each week, they also selected one book to read aloud, and uploaded their audio-recorded reading assignment to an internet portal (https://cafe.daum.net/englishzoom). To scrutinize the four students’ reading ability development, the researcher listened to the students' recorded assignments, gave individual feedback as online replies, and conducted reading comprehension tests and speed tests. The students’ study journals were also used to check the students’ reading ability development. In order to scrutinize the four students’ learner autonomy development, the researcher conducted pre-and-post individual interviews. In addition to the interviews, students initially wrote learning contracts and then continued to write English study plans to check if the plans were performed for five months. Finally, the teacher researcher kept class observation journals. The study results are as follows: First, as a result of reading English children’s books aloud online for 5 months, the four students' English reading ability improved overall. Based on the data shown in the students' recorded assignments and their English reading test results, it was clear that the students' reading speed as well as their English comprehension abilities had improved. Also, they became more confident in reading English while taking part in the study for five months. Second, the students slowly began to study English on their own and their autonomy development was revealed. The students set their own learning goals in their learning contracts before starting the online classes. In addition, each time students studied, they wrote a study journal and formed a habit of planning and organizing their learning. Through individual interviews conducted with the researcher, the students had time to think about their English learning motivation and their future. They also had time to relate their future and their English learning motivation, and to form an ideal second language self(김태영, 2015). Based on the results of this study, some research suggestions for elementary English education are as follows: First, in this study, it was found that reading English story books aloud was helpful to improve the students' English reading fluency. More in-depth studies are needed on how to implement reading-storybooks-aloud in primary school English classes. Second, it was found that the students participating in the study formed a positive English learning motivation and an ideal second language self, and that forming an ideal second language self was helpful for English learning. Further studies are needed to understand the concept of ideal second language self and how to boost it in primary school English classes. Third, it was observed that the study participants who improved their English learning autonomy, planned and performed English learning activities on their own even after the official English classes were over. It would be very fruitful if primary school students’ English-learning autonomy were studied more, for longer than five months, and with more study participants.2019년 코로나19 사태로 인해 교육계에 비대면 수업이 일반화되면서 본 연구에서는 전라북도 중소도시에 있는 N 영어체험학습센터의 초등 영어학습 상황에 주목하였다. 연구자는 N 영어체험학습센터 방과후 프로그램에 참여하는 초등학교 6학년 학생 4명을 대상으로 5개월 동안 영어 단계별 동화책 읽기 온라인 수업을 수행하였다. 다음은 본 연구의 구체적인 연구과제이다. 첫째, N 영어체험학습센터 방과후 온라인 영어 동화책 읽기 수업에 참여한 학생 네 명의 영어 읽기 능력은 어떻게 발달하는가? 둘째, N 영어체험학습센터 방과후 온라인 영어 동화책 읽기 수업에 참여한 학생 네 명의 학습자 자율성은 어떻게 발달하는가? 연구자는 본 연구에서 교사 및 연구자로 참여하였으며, 온라인 수업은 줌(Zoom) 플랫폼을 활용하여 진행하였다. 연구에서 사용한 교재는 선샤인 리더스(Sunshine Readers) 단계별 영어 읽기 동화책 전권(60권)이다. 학생들은 다섯 달 동안 매주 3회씩 온라인 수업에 참여하였으며, 매주 자신이 선택한 교재를 읽고 녹음하여 웹사이트에 업로드하였다. 이때 학생들의 읽기 능력 변화를 관찰하기 위해 학생들의 동화책 녹음 자료, 읽기 속도 및 내용이해 검사 결과, 읽기 능력 검사 결과를 사용하였으며, 학생들이 기록한 학습일지를 분석하였다. 또한, 학생들의 학습자 자율성 발달을 분석하기 위해 사전·사후 면담 내용, 학습 계약서, 영어학습 주도성 검사, 학습계획서, 연구자와 원어민 교사의 수업 관찰일지를 활용하였다. 이러한 자료를 분석한 연구결과는 다음과 같다. 첫째, 초등학교 6학년 학생들의 영어 읽기 능력은 전반적으로 향상되었다. 학생들의 녹음 과제에서 관찰된 읽기 유창성 변화와 영어 읽기 속도 검사 및 내용이해 검사 결과를 살펴보면 읽기 속도가 향상되었음을 관찰할 수 있었다. 둘째, 온라인 수업을 통해 영어 동화책 읽기 수업을 하면서 학생들은 스스로 영어 공부를 하게 되었다. 학생들은 수업을 시작하기 전에 학습 계약서를 작성하여 스스로 학습 목표를 세우고, 영어 공부를 시작하였다. 또한, 공부할 때마다 스스로 계획을 세우고, 공부한 내용을 정리하며 학습일지를 썼다. 연구자와 면담을 통해 자신의 영어학습 동기에 대해 생각해 보고, 자신의 미래와 연결지어본 학생들은 자신만의 영어 공부법을 찾아 영어학습을 이어가는 모습을 보여주었다. 이상과 같은 연구결과를 바탕으로 한 제언은 다음과 같다. 첫째, 영어동화를 소리 내어 반복하여 읽는 것이 학생들의 영어 읽기 유창성 향상에 도움이 됨을 알 수 있었다. 둘째, 본 연구에서 연구 참여 학생들은 긍정적인 영어학습 동기를 형성하고, 이상적인 제2 언어 자아를 형성하여 영어학습에 도움이 되는 것을 알 수 있었다. 셋째, 본 연구결과에서 영어학습자 자율성 발달을 경험한 학생들은 교실 밖에서도 스스로 영어 학습 활동을 계획하여 수행함을 관찰할 수 있었다. 이와 같은 제언을 바탕으로 다양한 지역에서 더 많은 학생을 대상으로 더 오랫동안 관련 연구가 수행된다면 초등영어교육 발전에 큰 도움이 될 것이다.
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