농산촌 초등학생의 영어집중캠프 참여가 문해력 및 영어학습 태도와 동기에 미치는 영향
Effects of Elementary School Students’ Participation in Intensive English Camps on Their Literacy and Affective Factors
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The purpose of this study is to identify the effects of elementary school students’ participation in intensive English camps on their literacy and affective factors. In order to achieve the goal of short-term intensive English camps, which are to provide students with plenty of opportunities to expose English and to solve the divide in English education between rural and urban areas. The results showed that by giving students various communication opportunities and motivation, short-term intensive English camps had a positive influence in terms of students’ interest, self-esteem, values, motivation and a feeling of uneasiness in learning and facilitated students’ early literary development through natural interactions in reading and writing. Furthermore, material and human resources such as English friendly environments like English classrooms, EPIK teachers, TALK students, and Multicultural immigrant women can be facilitated. Through specific and active uses of these resources, opportunities to expose English should be ensured as much as possible.
Abstract
The purpose of this study is to identify the effects of elementary school students’ participation in intensive English camps on their literacy and affective factors. In order to achieve the goal of short-term intensive English camps, which are to provide students with plenty of opportunities to expose English and to solve the divide in English education between rural and urban areas. The results showed that by giving students various communication opportunities and motivation, short-term intensive English camps had a positive influence in terms of students’ interest, self-esteem, values, motivation and a feeling of uneasiness in learning and facilitated students’ early literary development through natural interactions in reading and writing. Furthermore, material and human resources such as English friendly environments like English classrooms, EPIK teachers, TALK students, and Multicultural immigrant women can be facilitated. Through specific and active uses of these resources, opportunities to expose English should be ensured as much as possible.
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