고등학교 수행평가로서의 영어독서 프로그램 운영 사례 연구
A case study of implementing extensive English reading program as a performance evaluation in high school
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초록
This study aims to explore the possibilities of implementing Extensive Reading(ER) programs as a part of the English curriculum in Korean high schools by studying students’ learning process. 50 first-year high school students participated in the research for 1 academic year (March through December). The research was conducted as a part of a performance evaluation, and data were collected through questionnaires, reading logs, reflection sheets, and self-assessment. The findings of the research show that ER can be successfully conducted in high schools as a means of performance evaluation, as students were very positive towards ER. This positive attitude led to greater satisfaction with their English classes overall. Students also showed their feelings of satisfaction and achievement, and more self-confidence in regards to their English competence, creativity, originality and presentation skills. They developed self-directed learning strategies as they were reading, while also sharing their reading experience with their peers. Based on these findings, it can be concluded that despite the tight class schedule in a Korean high school, ER can be successfully carried out with the effort and passion of teachers and with proper reading activities that students can actively participate in.
Abstract
This study aims to explore the possibilities of implementing Extensive Reading(ER) programs as a part of the English curriculum in Korean high schools by studying students’ learning process. 50 first-year high school students participated in the research for 1 academic year (March through December). The research was conducted as a part of a performance evaluation, and data were collected through questionnaires, reading logs, reflection sheets, and self-assessment. The findings of the research show that ER can be successfully conducted in high schools as a means of performance evaluation, as students were very positive towards ER. This positive attitude led to greater satisfaction with their English classes overall. Students also showed their feelings of satisfaction and achievement, and more self-confidence in regards to their English competence, creativity, originality and presentation skills. They developed self-directed learning strategies as they were reading, while also sharing their reading experience with their peers. Based on these findings, it can be concluded that despite the tight class schedule in a Korean high school, ER can be successfully carried out with the effort and passion of teachers and with proper reading activities that students can actively participate in.
참고문헌 (34)
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