웹 기반 평가 프로그램을 이용한 초등영어 학습의 효과
The effects of a web-based testing program on elementary English education
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This study examines the effects of a web-based testing program on children’s English learning. Specifically, it has two main aims: developing a web-based English testing program and investigating its effects on elementary English teaching. For this purpose, 37 children in the 4th grade participated in a 12-week experiment in which the subjects, after English class at school, performed tests every week at home using computers. The children were compared with a control group who took similar English classes but did not perform these tests. Data were obtained through tests, questionnaires and interviews focusing on the students’ achievements, interest in English, frequency of self-study at home, confidence in English, and motivation to learn English. The statistical analysis of the data did not yield clear conclusions. Interviews and personal contact with the children suggest, however, notable differences. The experimental group who took web-based tests tended to show a higher level of achievement as well as a more positive attitude toward English and English learning than did the control group. This hints at a potential usefulness of web-based testing programs in elementary English education.
Abstract
This study examines the effects of a web-based testing program on children’s English learning. Specifically, it has two main aims: developing a web-based English testing program and investigating its effects on elementary English teaching. For this purpose, 37 children in the 4th grade participated in a 12-week experiment in which the subjects, after English class at school, performed tests every week at home using computers. The children were compared with a control group who took similar English classes but did not perform these tests. Data were obtained through tests, questionnaires and interviews focusing on the students’ achievements, interest in English, frequency of self-study at home, confidence in English, and motivation to learn English. The statistical analysis of the data did not yield clear conclusions. Interviews and personal contact with the children suggest, however, notable differences. The experimental group who took web-based tests tended to show a higher level of achievement as well as a more positive attitude toward English and English learning than did the control group. This hints at a potential usefulness of web-based testing programs in elementary English education.
참고문헌 (28)
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