다시 이야기하기 활동이 중학생의 영어 말하기 능력과 학습태도에 미치는 영향
The effects of story retelling on middle school students’ English speaking ability and learning attitudes
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To examine the effects of story retelling on middle school students’ speaking ability andlearning attitudes, this study used ESPT Teens, the questionnaires, and the self-assessments of120 first-year boys in a middle school. The results are as follows. Firstly, a statisticallysignificant difference did emerge between the control and the experiment group on students’speaking ability as well as between pre-test and post-test of the experimental group. There wasalso difference in fluency, comprehension, and accuracy as the rubric of speaking abilitybetween pre-test and post-test of self-assessment. Secondly, while in the low level group ofESPT Teens there was difference in all parts of the rubric of speaking ability between thecontrol and the experimental group, in the high group there was also difference exceptpronunciation. In the low and the high group of experimental group, there was significantdifference in all parts of the rubric of speaking ability. While in the low level group of theself-assessment there was difference except pronunciation, in the high level group there was nodifference in pronunciation and accuracy. Lastly, the story retelling had a positive effect on thestudents’ self-directed ability and confidence between the experimental and the control group,but it did on the experimental group students’ self-directed ability, interest, and confidence. Thisstudy suggested that English teachers should use as many story retelling activities as they couldwith various English storybooks, and that they should correct the errors of the pronunciationduring the discussion at the end of each class.
Abstract
To examine the effects of story retelling on middle school students’ speaking ability andlearning attitudes, this study used ESPT Teens, the questionnaires, and the self-assessments of120 first-year boys in a middle school. The results are as follows. Firstly, a statisticallysignificant difference did emerge between the control and the experiment group on students’speaking ability as well as between pre-test and post-test of the experimental group. There wasalso difference in fluency, comprehension, and accuracy as the rubric of speaking abilitybetween pre-test and post-test of self-assessment. Secondly, while in the low level group ofESPT Teens there was difference in all parts of the rubric of speaking ability between thecontrol and the experimental group, in the high group there was also difference exceptpronunciation. In the low and the high group of experimental group, there was significantdifference in all parts of the rubric of speaking ability. While in the low level group of theself-assessment there was difference except pronunciation, in the high level group there was nodifference in pronunciation and accuracy. Lastly, the story retelling had a positive effect on thestudents’ self-directed ability and confidence between the experimental and the control group,but it did on the experimental group students’ self-directed ability, interest, and confidence. Thisstudy suggested that English teachers should use as many story retelling activities as they couldwith various English storybooks, and that they should correct the errors of the pronunciationduring the discussion at the end of each class.
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