EBSe 방과후 영어 프로그램의 현황, 태도 및 인식 연구:초·중등학생들을 중심으로
A study on the perceptions and attitudes about the EBSe After-school Program for elementary and middle school students.
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study is to find out elementary and middle school students’ perceptions of the EBS English After-school Program and their attitudes toward it. To this end, 392 elementary school students from 42 elementary schools and 78 middle school students from 14 middle schools participated in the survey research designed to explore the students’ motivations and satisfactions, self-directed learning, and selfreportedchanges after taking the program. First of all, the results showed that elementary students were more likely to take the EBSe program because of their parents’ and teacher’s recommendations, while the middle school students took the program through peer discussions. Both groups were satisfied with the EBSe Afterschool Program and reported their English abilities, including speaking and writing skills, had been improved after taking the after-school classes. Their general attitude toward English language learning had become positive. Finally, neither group of the students much used the program at home. These were not resulted from the matter of technical support to use it. Rather, they preferred to have more interesting activities they could do by themselves at home.
Abstract
The purpose of this study is to find out elementary and middle school students’ perceptions of the EBS English After-school Program and their attitudes toward it. To this end, 392 elementary school students from 42 elementary schools and 78 middle school students from 14 middle schools participated in the survey research designed to explore the students’ motivations and satisfactions, self-directed learning, and selfreportedchanges after taking the program. First of all, the results showed that elementary students were more likely to take the EBSe program because of their parents’ and teacher’s recommendations, while the middle school students took the program through peer discussions. Both groups were satisfied with the EBSe Afterschool Program and reported their English abilities, including speaking and writing skills, had been improved after taking the after-school classes. Their general attitude toward English language learning had become positive. Finally, neither group of the students much used the program at home. These were not resulted from the matter of technical support to use it. Rather, they preferred to have more interesting activities they could do by themselves at home.
참고문헌 (27)
- 교육과학기술부, "교육 경쟁력 향상을 통한 사교육비 경감대책(안)", 보도자료, ~ (2009)
- 교육과학기술부, "공교육 강화-사교육 경감 선순환 방안", 보도자료, ~ (2011)
- 교육과학기술부., "EBS English 방과후 영어 교실", 보도자료, ~ (2011)
- 교육과학기술부, "2012년 EBS 영어교육방송 활용 방과후 영어교육 지원 계획(안)", 보도자료, ~ (2012)
- EBSe 방과후 영어 프로그램의 운영 사례 분석을통한 적극적 활용방안 연구, "김영미", 한국교육방송공사, ~ (2012)
- 김인숙, "방과후학교 참여의 영향", 열린교육연구, 18(4), pp.246~270 (2010), 한국열린교육학회
- 사이버가정학습 학습주제별 콘 텐츠유형적용 방안 연구: 영어과, "김정렬", 한국교육 학술정보원, ~, pp.연구보고 CR2006-5 (2006)
- 2013년 사교육절감형 창의경영학교 사교육 실태조사 결과보고서, "김정민", 한국교육개발원, ~, pp.연구보고 TR2014-29 (2014)
- 방과후학교 담당교사 업무 효율성 제고. 방과후학교 정책 개발연구 포럼 성과 자료집, "김지향", 한국교육개발원, ~, pp.연구보고 RM 2008-14 (2008)
- 방과후학교 성과분석 및 성과지표 개발연구, "김홍원", 한국교육개발원, ~, pp.연구보고 CR 2007-26 (2007)
- 대통령직 인수위원회, "영어 공교육 완성 프로젝트 실천방안", 보도자료, ~ (2008)
- 송희심, "관학 협력을 통한 방과후 원어민 영어교실의 운영 및 성과", Foreign Languages Education, 19(2), pp.109~141 (2012), 한국외국어교육학회[DOI]
- 방과후 학교 외부강사 영어원어민 강사 운영실태 및 개선방안연구, "윤유진", 한국교육개발원, ~, pp.연구보고 CR2008-19 (2008)
- 이영주, "국가수준 영어과 학업성취도 평가 결과 및 학생변인의 추이 분석", Foreign Languages Education, 19(2), pp.225~251 (2012), 한국외국어교육학회[DOI]
- 학습부진 학생지도 프로그램 효과성 연구: 전담 교사 배치와 방과후학교 중심으로, "정혜경", 한국교육과정평가원, ~, pp.연구보고 RRI 2012-9 (2012)
- 정혜옥, "방과후 초등학교 수준별 영어학습 참여의 효과", 열린교육연구, 22(1), pp.1~20 (2014), 한국열린교육학회
- 최윤정, "영어 수업 만족도 조사를 통한 방과후 수업", 석사, 영어교육, pp.2010
- 한국교육방송공사, "EBS English 방과후 영어교실로 학교 교육 강화", 보도자료, ~ (2011)
- 방과후 학교의 교육활동 만족도 분석 연구 교육정책연구, "홍후조", 고려대학교, ~ (2005)
- Belz, J. A., "Social dimensions of telecollaborative language study", Language Learning & Technology, 6(1), pp.60~81 (2002)
- "Blended learning design: Five key ingredients" (2002)[URL]
- "Reach for the stars" (2012)[URL]
- "Learning in immersive worlds: A review of game-based learning" (2006)[URL]
- Holec, H., "Autonomy and foreign language learning" (1981), Pergamon
- Knowles, M. S., "Self-directed learning : A guide for learner and teachers" (1975), Association Press
- O’Malley, J. M., "Authentic assessment for English Language Learners : Practical approaches for teachers" (1996), Addison-Wesley
- Thorne, S. L., "Evolutionary trajectories, Internet-mediated expression, and language education", CALICO, 22(3), pp.371~397 (2005)