소그룹 협동학습 활동이 초등학교 학생들의 영어 쓰기 능력에 미치는 영향
The effects of teaching English through small group cooperative learning on elementary school students’ writing ability
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This study aimed to explore the effects of teaching English through small group cooperative learning on elementary school students’ writing ability. Two 6th grade classes, an experimental group and a control group, were instructed to write in English and their writing progress was examined throughout a 16-week treatment period. Students from the experimental group engaged in their English writing activities in small groups that involved cooperative learning whereas students from the control group participated in the activities as a single group. Two English writing tests, a multiple choice test and a free writing test, were administered to all participants in order to examine their progress in English writing ability. Participants’ scores on the free writing test were systematically categorized into six domains. The results of the study showed that the experimental group’s writing ability increased significantly in four domains out of six as compared to that of the control group. These findings suggest that teaching English through small group cooperative learning is an effective way of teaching writing in English.
Abstract
This study aimed to explore the effects of teaching English through small group cooperative learning on elementary school students’ writing ability. Two 6th grade classes, an experimental group and a control group, were instructed to write in English and their writing progress was examined throughout a 16-week treatment period. Students from the experimental group engaged in their English writing activities in small groups that involved cooperative learning whereas students from the control group participated in the activities as a single group. Two English writing tests, a multiple choice test and a free writing test, were administered to all participants in order to examine their progress in English writing ability. Participants’ scores on the free writing test were systematically categorized into six domains. The results of the study showed that the experimental group’s writing ability increased significantly in four domains out of six as compared to that of the control group. These findings suggest that teaching English through small group cooperative learning is an effective way of teaching writing in English.
참고문헌 (22)
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