Interactive Instructions to Enhance English Listening and Reading Proficiency
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초록
This study examines how effectively interactive instruction with storytelling affects learners for English listening and reading proficiency. Two groups with the different English level of 46 and 48 college students respectively taking a TOEIC class were selected for the study. The pre-test was followed by the second week of the fall semester, 2011 and the post-test was administered to examine their progress upon completion of 45 hours of the coursework that includes lectures and storytelling. The questionnaire was also conducted to learn the students' opinion on their participation and performance during the lesson. The results of the study reveal that the group provided with storytelling instructions performed better on the post-test, and a close rapport between a teacher and the learners established more than the beginning of the semester. More numerous students of a class with storytelling instruction also did their assignment with enthusiasm rather than those of a class without storytelling instructions during the course. It is concluded that interactive instruction with storytelling increases learners' interest, confidence, and motivation with great satisfaction via the participation of hands-on activities.
Abstract
This study examines how effectively interactive instruction with storytelling affects learners for English listening and reading proficiency. Two groups with the different English level of 46 and 48 college students respectively taking a TOEIC class were selected for the study. The pre-test was followed by the second week of the fall semester, 2011 and the post-test was administered to examine their progress upon completion of 45 hours of the coursework that includes lectures and storytelling. The questionnaire was also conducted to learn the students' opinion on their participation and performance during the lesson. The results of the study reveal that the group provided with storytelling instructions performed better on the post-test, and a close rapport between a teacher and the learners established more than the beginning of the semester. More numerous students of a class with storytelling instruction also did their assignment with enthusiasm rather than those of a class without storytelling instructions during the course. It is concluded that interactive instruction with storytelling increases learners' interest, confidence, and motivation with great satisfaction via the participation of hands-on activities.
참고문헌 (13)
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