영어만화 제작활동이 초등학생 영어학습의 정의적 요인에 미치는 효과 연구
The impact of using cartoon-making activities on the affective factors of improvement of learning English.
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This study focuses on the implementation of English cartoon-making activities in class as part of the English curriculum for elementary school students. The impact on motivation is investigated and suggestions for improvement of self-efficacy and motivation in learning English are provided. For this study, 4 lessons were implemented to five selected classes of fifth graders in a public elementary school in Gyeonggi-do and they were divided into two groups: three classes as an experimental group (102 people) and two classes as a control group (69 people). The main results obtained through the study are summarized as follows: students in the experimental group who took part in cartoon-making activities improved significantly more than the students in the control group in terms of the degree of self- efficacy. Self-efficacy and motivation of learning English according to six sub-factors are analyzed. Self-confidence, self-regulation, intrinsic motivation and self-development motivation improved significantly. Task level and instrumental motivation showed no significant difference. According to the statistical analysis, cartoon-making activities in English classes can have a significant positive effect on the affective factors of elementary school students learning English.
Abstract
This study focuses on the implementation of English cartoon-making activities in class as part of the English curriculum for elementary school students. The impact on motivation is investigated and suggestions for improvement of self-efficacy and motivation in learning English are provided. For this study, 4 lessons were implemented to five selected classes of fifth graders in a public elementary school in Gyeonggi-do and they were divided into two groups: three classes as an experimental group (102 people) and two classes as a control group (69 people). The main results obtained through the study are summarized as follows: students in the experimental group who took part in cartoon-making activities improved significantly more than the students in the control group in terms of the degree of self- efficacy. Self-efficacy and motivation of learning English according to six sub-factors are analyzed. Self-confidence, self-regulation, intrinsic motivation and self-development motivation improved significantly. Task level and instrumental motivation showed no significant difference. According to the statistical analysis, cartoon-making activities in English classes can have a significant positive effect on the affective factors of elementary school students learning English.
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