초등 영어 수업 정리 단계에 대한 교사 및 학생들의 인식 및 평가
Teachers’ and students’ perceptions and evaluations of lesson closure in elementary English
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This study aims to investigate how elementary English teachers perceive lesson closure intheir classrooms. It also examines students’ preferences toward lesson closure methodsapplied in the actual classroom. 100 teachers and 99 students in four different classesparticipated in the study. All the participants were surveyed, and 6 teachers and 16 students indifferent levels were interviewed. 24 TEE class sessions which included five different lessonclosure methods were conducted. Lesson closure methods include the use of picture cards,relay speaking activities, quizzes/presentations, worksheets, and Korean. The findings showthat although most teachers were aware of the importance of the closing stage in a lesson,lesson closures were often neglected in the lesson planning process and skipped in the actuallessons due to the time limit, lack of resources, and teachers’ insufficient motivation. Second,most teachers tend to close their lessons using speaking activities. Third, teachers’ lessonclosure using Korean was perceived helpful to increase students’ understanding of the targetexpressions. Last, many students expressed the importance of the lesson closure stage andpreferred quizzes and relay speaking activities for academic and motivational improvement inlearning English. Important implications regarding lesson closures in elementary Englishclassrooms are discussed.
Abstract
This study aims to investigate how elementary English teachers perceive lesson closure intheir classrooms. It also examines students’ preferences toward lesson closure methodsapplied in the actual classroom. 100 teachers and 99 students in four different classesparticipated in the study. All the participants were surveyed, and 6 teachers and 16 students indifferent levels were interviewed. 24 TEE class sessions which included five different lessonclosure methods were conducted. Lesson closure methods include the use of picture cards,relay speaking activities, quizzes/presentations, worksheets, and Korean. The findings showthat although most teachers were aware of the importance of the closing stage in a lesson,lesson closures were often neglected in the lesson planning process and skipped in the actuallessons due to the time limit, lack of resources, and teachers’ insufficient motivation. Second,most teachers tend to close their lessons using speaking activities. Third, teachers’ lessonclosure using Korean was perceived helpful to increase students’ understanding of the targetexpressions. Last, many students expressed the importance of the lesson closure stage andpreferred quizzes and relay speaking activities for academic and motivational improvement inlearning English. Important implications regarding lesson closures in elementary Englishclassrooms are discussed.
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