A Case Study of Three Korean Elementary School Students’ English Reading Experiences Assisted by Hyperlinked Resources
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초록
하이퍼텍스트는 학습자와 기기 간 상호작용을 통해 다양한 정보에 접근하게 해 주는 학습 보조도구로서, 최근의 컴퓨터 활용 학습 환경에서 중요한 역할을 하고 있다. 그러나 초등학교학생들이 영어 읽기 과정에서 온라인 하이퍼텍스트 자료를 활용하는 방식에 대한 연구는 부족한상황이다. 이에 본 연구는 세 명의 초등학생이 영어 지문을 읽을 때 네이버 영어사전, 네이버백과사전, 유튜브와 같은 하이퍼텍스트를 사용하는 과정을 질적연구 방법을 통해살펴보았다. 총 16회의 읽기 세션이 진행되었으며, 각 세션 후에는 인터뷰를 통해 학생들이 어떤하이퍼텍스트 자료를 무슨 목적을 위해 사용하는지 조사했다. 연구 결과, 학생들은 주로 영어읽기 과정에서 어려운 어휘의 의미를 확인하고 부족한 배경지식을 채우기 위해 하이퍼텍스트자료를 활용했으며, 연구 진행 기간 동안 최적의 하이퍼텍스트 유형을 선택하여 필요한 정보를효율적으로 찾는 능력이 신장되었음을 확인할 수 있었다. 특히, 하이퍼텍스트 자료와의성공적인 상호작용을 통해 학생들의 영어 읽기 자신감과 자아 효능감이 높아졌다. 본 연구는한국 초등학생들이 영어 읽기 과정에서 하이퍼텍스트를 활용하는 방식을 조명함으로써, 어린학습자의 연령에 적합한 온라인 하이퍼텍스트 자료의 활용이 제2 언어 영어 읽기 능력 발달에기여할 수 있다는 교육적 시사점을 제공한다.
Abstract
Hypertext plays an important role in modern computer-assisted learning environments by providing interactive navigation to diverse information resources. However, limited research has explored how young readers use hyperlinked online resources in English reading contexts. This study aims to fill this gap by qualitatively investigating the usage patterns of hyperlinked online resources among Korean elementary school students. Three 6th-grade students participated in sixteen sessions, engaging with English expository texts supplemented by three online resources: Naver English Dictionary, Naver Encyclopedia, and YouTube. Post-reading interviews were conducted to explore the students’ purposes for using hyperlinked resources during reading. The findings reveal that students primarily used these resources to address cognitive challenges in English reading, particularly lexical difficulties and limited background knowledge. Furthermore, they developed strategies to navigate and select the most appropriate information resources according to their specific needs. Importantly, successful interactions with hyperlinked online resources fostered positive emotions and increased self-confidence in reading. This study provides insights into how young learners engage with hypertext, offering pedagogical implications for enhancing L2 English reading development through age-appropriate hyperlinked online resources.
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