역할 놀이 중심의 초등 영어 수업이 학업 성취도에 미치는 효과
The Effects of Role-play-based Instruction on Students’ Academic Achievements in the Elementary School English Classroom
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This paper aims at verifying the effects of role-play-based English teaching on the improvement of students' listening, speaking and reading abilities in the elementary EFL classroom. The subjects are sixty two fourth-year students in two classes from G Elementary School. The experimental group was provided with the reconstructed role-play and its related activities across all four periods of a lesson, while the control group was provided with the original role-play only in the fourth period as it is given in the textbook. This experiment was conducted for twelve hours, and the results of two groups' pre-and post-tests for listening, speaking, and reading abilities were analyzed with SPSS program. The findings of this study are as follows: As for the improvement of listening, speaking and reading abilities, the experimental group showed statistically a significant difference, compared with the controlled group. This means that role-play-based English teaching has a positive effect on improving students' academic achievements which can help them develop their communicative competence in daily life. This result would suggest that the role-play-based teaching could provide students with motivation and opportunity to listen more carefully, speak more sufficiently and read more frequently across all four periods of a lesson, compared with the usual textbook-based teaching.
Abstract
This paper aims at verifying the effects of role-play-based English teaching on the improvement of students' listening, speaking and reading abilities in the elementary EFL classroom. The subjects are sixty two fourth-year students in two classes from G Elementary School. The experimental group was provided with the reconstructed role-play and its related activities across all four periods of a lesson, while the control group was provided with the original role-play only in the fourth period as it is given in the textbook. This experiment was conducted for twelve hours, and the results of two groups' pre-and post-tests for listening, speaking, and reading abilities were analyzed with SPSS program. The findings of this study are as follows: As for the improvement of listening, speaking and reading abilities, the experimental group showed statistically a significant difference, compared with the controlled group. This means that role-play-based English teaching has a positive effect on improving students' academic achievements which can help them develop their communicative competence in daily life. This result would suggest that the role-play-based teaching could provide students with motivation and opportunity to listen more carefully, speak more sufficiently and read more frequently across all four periods of a lesson, compared with the usual textbook-based teaching.
참고문헌 (17)
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