The Effects of English Picture Book Read-Aloud Training on the Affective Domain of First-Year Middle School Students
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This study investigates how English picture book read-aloud activities influence the affective aspects of English learning among first-year Korean middle school students. Over eight weeks, learners participated in sessions designed to spark interest, build confidence, and foster positive attitudes toward English. Findings revealed a marked increase in interest and noticeable gains in confidence and attitude, with students describing English as more enjoyable and reporting reduced anxiety in reading aloud. Qualitative responses further highlighted the value of emotional engagement, peer interaction, and creative expression in sustaining motivation. These results demonstrate the potential of read-aloud instruction to enhance affective learning outcomes and contribute to emotionally responsive English education, in line with Korea’s competency-based curriculum goals.
Abstract
This study investigates how English picture book read-aloud activities influence the affective aspects of English learning among first-year Korean middle school students. Over eight weeks, learners participated in sessions designed to spark interest, build confidence, and foster positive attitudes toward English. Findings revealed a marked increase in interest and noticeable gains in confidence and attitude, with students describing English as more enjoyable and reporting reduced anxiety in reading aloud. Qualitative responses further highlighted the value of emotional engagement, peer interaction, and creative expression in sustaining motivation. These results demonstrate the potential of read-aloud instruction to enhance affective learning outcomes and contribute to emotionally responsive English education, in line with Korea’s competency-based curriculum goals.