초등영어 사교육이 학습자들의 정의적 영역에 미치는 영향: 설문조사와 심층면담을 통하여

Abstract

The present study investigates the effects of English private instruction on the affective domain of elementary school students through a questionnaire-based survey focusing on students and student in-depth interviews. This study was conducted during the second semester of 2004. The survey involves 120 subjects and the 8 interviewees of 3rd, 4th, 5th, and 6th year elementary school students. They were given a questionnaire concerning English private instruction and affective domains. Statistical analyses including one-way ANOVA and independent sample t-test were performed to determine the effects of English private instruction on the affective domain. The results of this study show that English private instruction experience had effects on self-confidence and self-directed learning ability, but no effect on interest. English private instruction experience had more effects on interest, self-confidence, and self-directed learning ability when the students took English private instruction at second year elementary school. It is recommended that students who need supplementary classes be given English private instruction. It is also suggested that English speciality and aptitude education be activated.