초등영어 학습부진아의 학습 고충에 대한 이해: 근거이론적 접근
Understanding learning difficulties among elementary English underachievers: A grounded theory approach.
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This study aims to present a comprehensive theoretical framework that clarifies the factors contributing to challenges in learning English among 3rd-grade elementary school students who have been identified as underachievers in English. Data were collected through semi-structured group interviews, classroom observations, and assessments of the students’ textbook usage, and were subsequently analyzed based on grounded theory. The findings revealed that the students struggling with English faced a lack of support at home, which significantly impacted their English performance both before and after entering the 3rd grade. Despite encountering difficulties in their learning journey, the students displayed eagerness to participate in English lessons within the school environment. However, their feeling of being marginalized within the English learning process exacerbated their obstacles in learning. Additionally, it was found that the participants in the study held a negative attitude towards learning English, although they also held somewhat positive self-expectations regarding their ability to speak English proficiently. The current study emphasizes the need to prioritize parental involvement and support as a central strategy to address the complex issue of underachievement in English. It also urges schools to adopt a pedagogical approach that customizes instruction to effectively alleviate the identified challenges.
Abstract
This study aims to present a comprehensive theoretical framework that clarifies the factors contributing to challenges in learning English among 3rd-grade elementary school students who have been identified as underachievers in English. Data were collected through semi-structured group interviews, classroom observations, and assessments of the students’ textbook usage, and were subsequently analyzed based on grounded theory. The findings revealed that the students struggling with English faced a lack of support at home, which significantly impacted their English performance both before and after entering the 3rd grade. Despite encountering difficulties in their learning journey, the students displayed eagerness to participate in English lessons within the school environment. However, their feeling of being marginalized within the English learning process exacerbated their obstacles in learning. Additionally, it was found that the participants in the study held a negative attitude towards learning English, although they also held somewhat positive self-expectations regarding their ability to speak English proficiently. The current study emphasizes the need to prioritize parental involvement and support as a central strategy to address the complex issue of underachievement in English. It also urges schools to adopt a pedagogical approach that customizes instruction to effectively alleviate the identified challenges.
참고문헌 (18)
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