인터넷 동영상을 활용한 수업이 초등학생의 영어 듣기 능력 및 정의적 영역에 미치는 영향
The effect of using Internet video contents on elementary Students' English listening comprehension and affective domains
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The aim of the present study is to investigate the effects of teaching English using the Internet video contents on the students' listening comprehension and affective domains such as interest, confidence, participation and anxiety in elementary school classrooms. For this study, two classes of the fifth grade at an elementary school in Busan were selected on the basis of pre-test result. The study compares students who were taught using the Internet video contents relative to textbook lessons with a group who were taught using the textbook CD-ROM title. During the fourteen-week study, tests of listening comprehension and affective domains were given to students who were divided into low and advanced groups, according to their pre-test achievement. The results showed that the students in the experimental group showed enhanced listening comprehension and affective domains. In particular, the low level group showed a significant statistical difference in listening comprehension and affective domains more than advanced group between the first and second test. It was very meaningful in improvement of the low level group's interest. Thus, the results suggest that teachers should provide more opportunities for low level students to develop their English ability by applying and using internet video contents in the classroom.
Abstract
The aim of the present study is to investigate the effects of teaching English using the Internet video contents on the students' listening comprehension and affective domains such as interest, confidence, participation and anxiety in elementary school classrooms. For this study, two classes of the fifth grade at an elementary school in Busan were selected on the basis of pre-test result. The study compares students who were taught using the Internet video contents relative to textbook lessons with a group who were taught using the textbook CD-ROM title. During the fourteen-week study, tests of listening comprehension and affective domains were given to students who were divided into low and advanced groups, according to their pre-test achievement. The results showed that the students in the experimental group showed enhanced listening comprehension and affective domains. In particular, the low level group showed a significant statistical difference in listening comprehension and affective domains more than advanced group between the first and second test. It was very meaningful in improvement of the low level group's interest. Thus, the results suggest that teachers should provide more opportunities for low level students to develop their English ability by applying and using internet video contents in the classroom.
참고문헌 (19)
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