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The Effect of Primary English Model Schools: Motivation and Achievement in English Learning

Song, Ja-Kyung
한국영어교육학회 (Korea Association Of Teachers Of English)|2004.09|영어교육 (English Teaching)|제59권 제3호|pp. 167-196

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참고문헌

주제분류영어와문학

초록

Abstract

This study aims to examine the effects of primary English model schools on children’s motivation and English achievement by comparing the students in model schools with those in non-model schools. The data for this study were collected through questionnaires and English achievement tests from 116 elementary school students in the 5th grade in Seoul. Additionally, information about ways in which English is taught in each school was gathered through interviews with 5th grade homeroom teachers in each school. The results of the study indicated that model schools promote a motivating mood for English language learning and contribute to students’ English achievement. This study also revealed four good predictors of English achievement: extra hours of study with additional help, group (model vs. non-model school), self-study hours, and the starting age of learning English. Lastly, it was found that motivation has an indirect effect on English achievement via self-study hours. Based on the findings, implications of model schools for successful elementary English language teaching were discussed in the aspect of opportunities for experiencing English, teaching materials and methodologies, and teacher development.

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