Effects of Teaching and Learning Using Edutainment on Children’s Learning English
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aims to investigate the effects of teaching English through Edutainment on children’s general English competence, interest and confidence levels, and long-term memory of vocabulary. To achieve this goal, twenty students in third to fifth grade were selected for the study based on the results of the pretests. Ten students were in the experiment group studying using various edutainment contents and the other ten were in the control group using normal classroom materials. Both groups learned four different topics for six weeks. After six-week treatment, posttests were taken to all students. To identify teaching and learning using edutainment’s effects on long-term memory of vocabulary, a delayed posttest was conducted four weeks later. The results of this study were as follows: First, the result of posttest didn't show a statistically significant difference in general English competence between two groups. Second,edutainment-based learning resulted in positive effects on interest and confident levels as a result of the post survey. Third, edutainment-based learning had a positive influence on children's long-term memory of vocabulary. To sum up the above results,classes using edutainment contents will draw children's interest and be an effective learning tool which can help improve their confidence, and consequently, it will affect positively on long-term memory of vocabulary.
Abstract
This study aims to investigate the effects of teaching English through Edutainment on children’s general English competence, interest and confidence levels, and long-term memory of vocabulary. To achieve this goal, twenty students in third to fifth grade were selected for the study based on the results of the pretests. Ten students were in the experiment group studying using various edutainment contents and the other ten were in the control group using normal classroom materials. Both groups learned four different topics for six weeks. After six-week treatment, posttests were taken to all students. To identify teaching and learning using edutainment’s effects on long-term memory of vocabulary, a delayed posttest was conducted four weeks later. The results of this study were as follows: First, the result of posttest didn't show a statistically significant difference in general English competence between two groups. Second,edutainment-based learning resulted in positive effects on interest and confident levels as a result of the post survey. Third, edutainment-based learning had a positive influence on children's long-term memory of vocabulary. To sum up the above results,classes using edutainment contents will draw children's interest and be an effective learning tool which can help improve their confidence, and consequently, it will affect positively on long-term memory of vocabulary.
참고문헌 (26)
- Bak, Young-keun, "Learning software design" (1995), Gyoyukgwahaksa
- Bak, Young-keun, "Understanding and utilizing edutainment" (2005), Jungil
- Brog, W., "Educational research-An introduction (5th ed.)" (1989), Longman
- Buckingham, D., "That is edutainment: Media, pedagogy and the market place", Paper presented to the International Forum of Researchers on Young People and the Media (2000)
- Choi, Young-jo, "Research of marketing method for Edu-Game in Korea", 석사, pp.2003
- Collins, M. F., "ELL preschoolers English vocabulary acquisition from storybook reading", Early Childhood Research Quarterly, 25(1), pp.84~97 (2010)
- Cook, D., "Quasi-experimentation: Design & analysis issues for field setting" (1979), Rand McNaly College Publishing
- de Fockert, J., "More accurate size contrast judgments in the Ebbinghaus illusion by a remote culture", Journal of Experimental Psychology, 33(3), pp.738~742 (2007)
- Duquette, L., "A comparison of vocabulary acquisition in audio and video contexts", Canadian Modern Language Review, 53(1), pp.143~172 (1996)
- Go, Jae-hyuk, "Technological study in order to develop edutainment game inserting fun elements", Korea Game Society, 11, pp.251~257 (2002)
- Kara, Y., "Assessing the effects of tutorial and edutainment software programs on students’ achievements, misconceptions and attitudes towards biology", Asia-Pacific Forum on Science Learning and Teaching, 8(2), pp.1~23 (2007)
- Kazanci, Z., "Evaluating English language teaching software for kids: Education or entertainment or both?", The Turkish Online Journal of Educational Technology, 8(3), pp.30~38 (2009)
- Kim, D., "Effects of text, and audio, and graphic aids in multimedia instruction for vocabulary learning", Educational Technology & Society, 11(3), pp.114~126 (2008)
- Kim, Young-suk, "Teaching vocabulary in primary English" (2002), Hangukmunhwasa
- Kraemer, A., "Innovative learning modules for language in context: MIMEA", CALICO Journal, 27(1), pp.187~204 (2009)
- Lee, Ju-yeon, "A web-based Korean language learning edutainment for children", 석사, pp.2001
- Nation, P., "Learning vocabulary in another language" (2001), Cambridge University Press
- Nation, P., "Vocabulary and reading. in : Vocabulary and language teaching", pp.97~110 (1988), Longman
- Nation, P., "Teaching vocabulary. in : Second language acquisition", pp.238~254 (1997), Cambridge University Press
- Simpson, E., "Video games in the middle school classroom", Middle School Journal, 39(4), pp.4~11 (2008)
- Thorn, A., "Interactions between short-term and long-term memory in the verbal domain" (2009), Psychology Press
- Watts, S., "Vocabulary instruction during lessons in six classrooms", Journal of Reading Behavior, 27, pp.399~424 (1995)
- Webb, S., "The effects of context on incidental vocabulary learning", Reading in a Foreign Language, 20(2), pp.232~245 (2008)
- Wilkins, D. A., "Linguistics in language teaching" (1972), Arnold
- Yanguas, I., "Multimedia glosses and their effect on L2 text comprehension and vocabulary learning", Language Learning & Technology, 13(2), pp.48~67 (2009)
- Zheng, D., "Attitude and self-efficacy change: English language learning in virtual worlds", The Computer Assisted Language Instruction Consortium Journal, 27(1), pp.205~231 (2009)