읽기 후 그림책 만들기와 독후감 쓰기 활동이 초등학생의 영어 학습에 미치는 영향
Effects of Post-reading Drawing and Writing Activities on Elementary Students’ L2 English Learning
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This study investigated the effects of post-reading drawing and writing activities on Korean elementary school students’ L2 English vocabulary learning and reading comprehension, along with the students' affective reactions. The participants in this study were 16 elementary school students who were enrolled in an education program supported by a local child welfare center. They read two storybooks over 15 class periods and engaged in either drawing or writing activities in each class. The students’ achievement in vocabulary and reading proficiency was measured by formative and summative tests, and their affective responses were observed through questionnaires, interviews, and the instructor’s reflective journals. It was found that both activities had eventually enhanced the students’ academic and affective states. Writing activities were more effective than drawing activities in vocabulary learning and reading comprehension, while drawing activities evoked more positive reactions. In particular, the effects of the two activities were significantly different only in delayed performance as measured by summative tests. However, proficiency seemed to mediate the effects to a considerable degree; advanced students benefited more from drawing activities, whereas low-level students benefited more from writing activities. These findings suggest that post-reading activities can be more successful when their characteristic effects on students’ cognitive and affective dimensions are considered and implemented in a way that complements student proficiency.
Abstract
This study investigated the effects of post-reading drawing and writing activities on Korean elementary school students’ L2 English vocabulary learning and reading comprehension, along with the students' affective reactions. The participants in this study were 16 elementary school students who were enrolled in an education program supported by a local child welfare center. They read two storybooks over 15 class periods and engaged in either drawing or writing activities in each class. The students’ achievement in vocabulary and reading proficiency was measured by formative and summative tests, and their affective responses were observed through questionnaires, interviews, and the instructor’s reflective journals. It was found that both activities had eventually enhanced the students’ academic and affective states. Writing activities were more effective than drawing activities in vocabulary learning and reading comprehension, while drawing activities evoked more positive reactions. In particular, the effects of the two activities were significantly different only in delayed performance as measured by summative tests. However, proficiency seemed to mediate the effects to a considerable degree; advanced students benefited more from drawing activities, whereas low-level students benefited more from writing activities. These findings suggest that post-reading activities can be more successful when their characteristic effects on students’ cognitive and affective dimensions are considered and implemented in a way that complements student proficiency.
참고문헌 (19)
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