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초등학생 수준별 디지털 영어이야기 창작 학습의 효과

The effects of proficiency-levelled elementary English classes using a creative digital story writing method

정혜옥|박부남
현대영어교육학회 (The Modern English Education Society)|2016.02|현대영어교육 (Modern English Education)|제17권 제1호|pp. 227-250

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참고문헌

키워드

디지털 스토리텔링digital storytelling영어이야기 창작수준별 반creative digital story writingproficiency-levelled class

초록

This study aims to explore the effects of teaching creative English digital stories classes for proficiency-levelled primary students. We integrated how different levels of students’ English abilities and attitudes towards creative English digital story writing were affected when the creative digital story-writing method was applied in an intensive summer English program. We collected multiple data including an English achievement test, student’s videos, classroom observations, a student survey, a student interview and a teacher interview. To compare the effectiveness of the lower-level class (22 students) and the upper-level class (24 students), we analyzed pre- and post-achievement tests, students’ products and interview data. The result showed that the creative digital story writing method was effective for the both levelled classes. There were large differences in speaking and writing skills for the lower-level class. It was also more effective to make the lower-level students engaged into learning with digital media. Based on the results, we discussed some factors that lead to an effective class using the digital story writing method. By exploring the learning method, this study suggests the educational implications for those who want to develop a creative digital storytelling language learning approach for primary school students.

Abstract

This study aims to explore the effects of teaching creative English digital stories classes for proficiency-levelled primary students. We integrated how different levels of students’ English abilities and attitudes towards creative English digital story writing were affected when the creative digital story-writing method was applied in an intensive summer English program. We collected multiple data including an English achievement test, student’s videos, classroom observations, a student survey, a student interview and a teacher interview. To compare the effectiveness of the lower-level class (22 students) and the upper-level class (24 students), we analyzed pre- and post-achievement tests, students’ products and interview data. The result showed that the creative digital story writing method was effective for the both levelled classes. There were large differences in speaking and writing skills for the lower-level class. It was also more effective to make the lower-level students engaged into learning with digital media. Based on the results, we discussed some factors that lead to an effective class using the digital story writing method. By exploring the learning method, this study suggests the educational implications for those who want to develop a creative digital storytelling language learning approach for primary school students.

참고문헌 (30)

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관련 논문AI추천

디지털 스토리텔링을 활용한 영어이야기 제작 학습에 대한 인식박부남, 정혜옥한국열린교육학회 · 열린교육연구2017 · 제25권 제1호스토리텔링 플랫폼을 활용한 학습자 협동 디지털영어 스토리 창작 학습 모형 연구박부남한국열린교육학회 · 열린교육연구2017 · 제25권 제4호스토리텔링을 활용한 이야기중심 통합지도 프로그램이 초등학생의 영어 능력과 정의적 영역에 미치는 효과박서준한국영어교과교육학회 · 영어교과교육2015 · 제14권 제2호Digital Storytelling Implementation in an ECASA Program데이빗 켄트영상영어교육학회 · 영상영어교육2011 · 제12권 제1호The Use of Digital Storytelling for English Learning: Advantages, Problems, and Solutions윤은자팬코리아영어교육학회 · 영어교육연구2013 · 제25권 제1호학습자 협동기반 디지털 영어 동화 창작 교수·학습 모형의 개발 효과박부남한국열린교육학회 · 열린교육연구2015 · 제23권 제1호

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