인터넷 영어 동화 기반의 마인드맵과 요약하기 활동이 초등학생의 어휘 및 쓰기 학습과 태도에 미치는 영향
The effects of storybook mind-mapping and summarizing activities on vocabulary acquisition, writing ability and the attitude of the elementary school students
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The study investigates the effects of mind-mapping and summarizing activities utilizing the internet Englishstorybooks on the English vocabulary and the writing ability and their affective aspect of the elementaryschool students. For this to be realized, a total of seventy eight students divided into high-level andlow-level groups participated in the study. Prior to the experiment, pre-assessment on vocabulary andwriting ability were carried out, and after the experiment, a post-assessment survey and an affective domainsurvey were conducted targeting all the groups. The results of the study indicated that the classes with theinternet English storybooks had positive effects on the vocabulary learning of the learners, and morepositive effects were observed when the mind-mapping and summarizing activities were added. In addition,activities utilizing the internet English storybooks seemed to positively affect the writing skill of thelearners. In particular, the mind-mapping group showed a significant score improvement among high-levelstudents. Finally, the analysis of the affective aspect of the learners manifested significant differencesamong all three groups in the four areas of interest, self-confidence, necessity and participation. All thegroups showed positive change in the attitudes towards learning vocabulary and writing except for theself-confidence domain.
Abstract
The study investigates the effects of mind-mapping and summarizing activities utilizing the internet Englishstorybooks on the English vocabulary and the writing ability and their affective aspect of the elementaryschool students. For this to be realized, a total of seventy eight students divided into high-level andlow-level groups participated in the study. Prior to the experiment, pre-assessment on vocabulary andwriting ability were carried out, and after the experiment, a post-assessment survey and an affective domainsurvey were conducted targeting all the groups. The results of the study indicated that the classes with theinternet English storybooks had positive effects on the vocabulary learning of the learners, and morepositive effects were observed when the mind-mapping and summarizing activities were added. In addition,activities utilizing the internet English storybooks seemed to positively affect the writing skill of thelearners. In particular, the mind-mapping group showed a significant score improvement among high-levelstudents. Finally, the analysis of the affective aspect of the learners manifested significant differencesamong all three groups in the four areas of interest, self-confidence, necessity and participation. All thegroups showed positive change in the attitudes towards learning vocabulary and writing except for theself-confidence domain.
참고문헌 (42)
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