스마트러닝이 어 학습부진학생의 어휘 학습에 미치는 영향
The effect of using smart devices on the vocabulary learning for low English proficiency students
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
The present study examined whether learners with low English proficiency pay more attention when learning vocabulary using smart devices and learn vocabulary better. The experiment was conducted in a middle school. Four lower level classes each of which has 10 students participated in the study. Ten target words were selected from the textbook based on the vocabulary pre-test. The researcher observed the students’ attitude using a classroom observation scheme to see whether students showed more interest and were more motivated when using smart devices. Both experimental and control groups studied the vocabulary for four lessons, the former using a tablet PC and the latter only with the teacher in the traditional classroom. After each lesson, both groups took a post-test immediately. Delayed post-tests were administered two weeks later for each lesson. The result showed that the experimental group was more motivated and gained better grades in both the post-tests and the delayed-post tests. However, when comparing the post-test and the delayed post-test grades for each group, there was not a significant difference. This may mean that learners with low English proficiency learn vocabulary better when using smart devices but still need support to put their vocabulary knowledge into long term memory.
Abstract
The present study examined whether learners with low English proficiency pay more attention when learning vocabulary using smart devices and learn vocabulary better. The experiment was conducted in a middle school. Four lower level classes each of which has 10 students participated in the study. Ten target words were selected from the textbook based on the vocabulary pre-test. The researcher observed the students’ attitude using a classroom observation scheme to see whether students showed more interest and were more motivated when using smart devices. Both experimental and control groups studied the vocabulary for four lessons, the former using a tablet PC and the latter only with the teacher in the traditional classroom. After each lesson, both groups took a post-test immediately. Delayed post-tests were administered two weeks later for each lesson. The result showed that the experimental group was more motivated and gained better grades in both the post-tests and the delayed-post tests. However, when comparing the post-test and the delayed post-test grades for each group, there was not a significant difference. This may mean that learners with low English proficiency learn vocabulary better when using smart devices but still need support to put their vocabulary knowledge into long term memory.
참고문헌 (46)
- 2008학년도 학습부진학생 책임지도 기본 계획, "교육과학기술부", 교육과학기술부, ~ (2008)
- 김동일, "학습부진아 교육을 위한 교육심리학의 역할과 과제", 교육심리연구, 13(2), pp.13~32 (1999)
- 김동일, "학습부진아 교육체계 발전방안 연구 : 의뢰 전단계 교수-학습-평가 체제를 중심으로", 청소년상담연구, 9(1), pp.226~250 (2001)
- 김미경, "웹기반 학습에서 상호작용설계, 학습과제특성, 웹기반 학습환경이 학습자특성을 매개로 몰입에 미치는 영향", 박사, 교육학과 교육공학전공, pp.2012
- 김선, "학습부진아의 이해와 교육" (2001), 학지사
- 김세현, "고등학교 하위권학습자를 위한 디지털 영어교과서 스캐폴딩(scaffolding) 설계방안: 사례연구", 멀티미디어 언어교육, 18(1), pp.33~58 (2015), 한국멀티미디어언어교육학회[DOI]
- 노규성, "스마트러닝의 개념 및 구현 조건에 관한 탐색적 연구", 디지털융복합연구, 9(2), pp.79~88 (2011), 한국디지털정책학회
- 영어과 학습부진 학생지도 전략 및 방법 연구, "민찬규", 충청북도교육청 & 한국교원대학교 교육연구원, ~ (2011)
- 박성익, "학습부진아 교육" (1986), 민족문화
- 박성혁, "학습 부진아의 교육받을 권리 보장 -기초학력 책임지도제를 중심으로-", 시민교육연구, 40(1), pp.29~46 (2008), 한국사회과교육학회
- 박지윤, "초등영어 학습부진아의 실태 및 원인 분석", 석사, 초등영어교육, pp.2009
- 백병부, "학습부진학생에 대한 수준별 하반 편성 및 특별보충수업의 교육적 효과", 박사, 교육학, pp.2010
- 소원근, "m-Learning의 동기화요인이 학습성과에 미치는 영향", 수산해양교육연구, 24(3), pp.368~377 (2012), 한국수산해양교육학회
- 손승현, "학습부진아를 위한 개별화 교육방법", 교육방법연구, 20(1), pp.93~110 (2008), 한국교육방법학회
- 유미석, "중학교 영어교과 학습부진 학생의 학습부진 원인 분석", 석사, 영어교육, pp.2008
- 이경하, "학습부진아의 영어 지도 방안 연구", 석사, 영어교육전공, pp.2013
- 이송희, "우리나라 하위권 영어학습자의 영어 학습동기와 탈동기: 초등학생과 고등학생 비교 연구", Studies in English Education, 20(3), pp.169~194 (2015), 글로벌영어교육학회
- 이승길, "학교도서관의 스마트러닝 수업 모형 개발에 관한 연구", 한국도서관·정보학회지, 44(2), pp.27~50 (2013), 한국도서관·정보학회
- 이지현, "디지털 학습 환경에서 학습자 중심 피드백 설계 원리 및 전략에 대한 이론적 탐색", 교육공학연구, 29(3), pp.517~540 (2013), 한국교육공학회
- 이화진, "학습부진학생 지도 관련, 몇 가지 단상 : 평범 속에서 비범을 창출하는 지혜를 찾아", 교육광장, 31, pp.12~15 (2009)
- 임이랑, "초등학교 학습부진 학생의 자기조절학습 구성요인 간 관계분석", 아시아교육연구, 15(2), pp.249~272 (2014), 교육연구소
- 장경숙, "초등영어 읽기 부진 진단과 보정교육: 11세 아동의 사례 연구", 초등영어교육, 10(1), pp.127~155 (2004), 한국초등영어교육학회
- 초등학교 학습부진아 지도 프로그램 개발 연구, "한국교육과정평가원", 한국교육과정평가원, ~, pp.RRC 1999-3 (1999)
- 한상준, "스마트러닝 효과성 메타분석 연구", 수산해양교육연구, 26(1), pp.148~155 (2014), 한국수산해양교육학회
- 허균, "웹 기반 교육에서 최적몰입경험", 컴퓨터교육학회 논문지, 6(2), pp.71~79 (2003), 한국컴퓨터교육학회
- 허근, "스마트폰 앱 활용 듣기학습을 통한 몰입경험이 영어 듣기능력과 자기주도 학습능력에 미치는 영향", 멀티미디어 언어교육, 19(3), pp.158~177 (2016), 한국멀티미디어언어교육학회[DOI]
- Burt, C., "The causes and treatment of backwardness" (1953), Philosophical Library
- Csikszentmihalyi, M., "Flow: The psychology of optimal experience" (1990), 한울림
- Egbert, J., "A study of flow theory in the foreign language classroom", The Modern Language Journal, 87, pp.499~518 (2003)
- Fageeh, A. A. I., "Effects of mall applications on vocabulary acquisition and motivation", Arab World English Journal, 4(4), pp.420~447 (2013)
- Gorard, S., "What is underachievement at school?", School leadership & management, 24(2), pp.205~225 (2004)
- Guilloteaux, M. J., "Motivating language learners : A classroom-oriented investigation of the effects of motivational strategies on student motivation", TESOL Quarterly, 42, pp.55~77 (2008)
- Hoffman, D. L., "Internet and web use in the United States : Baselines for commercial development special selection on Internet in the home", Communication of the ACM, 39, pp.36~46 (1996)
- Keating, G. D., "Task effectiveness and word learning in a second language : The involvement load hypothesis on trial", Language Teaching Research, 12(3), pp.365~386 (2008)
- Koehler, M. J., "What is technological pedagogical content knowledge?", Contemporary Issues in Technology and Teacher Education, 9(1), pp.60~70 (2009)
- Ko, M. H., "Glossing and second language vocabulary learning", TESOL Quarterly, 46, pp.56~79 (2012)
- 고명희, "Technology-Assisted Vocabulary Learning and Student Learning Outcomes: A Case Study", 멀티미디어 언어교육, 17(1), pp.11~33 (2014), 한국멀티미디어언어교육학회
- Kukulska-Humle, A., "Mobile learning : A handbook of educators and trainers" (2005), Routledge
- Laufer, B., "Form-focused instruction in second language vocabulary learning : A case for contrastive analysis and translation", Applied Linguistics, 29(4), pp.694~716 (2008)
- Paribakht, T., "Second language vocabulary acquisition: A rationale for pedagogy", pp.174~200 (1997), Cambridge University Press
- 박은수, "Korean Middle School Students’ English Learning Motivation and Their Perceptions of Teacher Factor", Studies in English Education, 17(2), pp.71~93 (2012), 글로벌영어교육학회
- Schmidt, R., "Challenge, skill and motivation", PASAA, 22, pp.14~28 (1992)
- Shintani, N., "A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners", Language Teaching Research, 15(2), pp.137~158 (2011)
- Su, C. C., "A study of flow in EFL classrooms through free online games", Hwa Kang English Journal, 17(1), pp.95~123 (2011)
- Trenvino, L. K., "Flow in computer-mediated communication", Communication Research, 19(5), pp.539~573 (1992)
- Zurita, G., "A constructivist mobile learning environment supported by a wireless handheld network", Journal of Computer Assisted Learning, 20(1), pp.235~243 (2004)