창의적 사고기법 활용 과업중심 초등영어 말하기 수업의 효과
Effects of Task-based Speaking Class Using Creative Thinking Techniques in Elementary School English Class
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This study aims to examine the effects of task-based speaking lessons using creative thinking technique on students’ English speaking attitudes toward speaking English. Two classes of 5th grade students participated in the research. One group took task-based speaking lessons using creative thinking techniques. The other group took normal speaking lessons. The data of pre-and post-English speaking tests and attitude surveys were analyzed. Videos of English speaking tests and speaking lessons, along with students’ reviews and journals, were analyzed. The results of the study indicated that task-based English speaking lessons, using creative thinking techniques, had positive effects on students’ speaking competence. Additionally, students’ speaking skills considerably improved in terms of fluency and creativity. It was also found that students had improved interest in English learning and had positive thinking towards speaking English through the task-based English speaking class. These results suggest that the task-based instruction should be directed to improve students’ accuracy. This instructional model might be useful in teaching writing skill as well as developing learners’ creativity.
Abstract
This study aims to examine the effects of task-based speaking lessons using creative thinking technique on students’ English speaking attitudes toward speaking English. Two classes of 5th grade students participated in the research. One group took task-based speaking lessons using creative thinking techniques. The other group took normal speaking lessons. The data of pre-and post-English speaking tests and attitude surveys were analyzed. Videos of English speaking tests and speaking lessons, along with students’ reviews and journals, were analyzed. The results of the study indicated that task-based English speaking lessons, using creative thinking techniques, had positive effects on students’ speaking competence. Additionally, students’ speaking skills considerably improved in terms of fluency and creativity. It was also found that students had improved interest in English learning and had positive thinking towards speaking English through the task-based English speaking class. These results suggest that the task-based instruction should be directed to improve students’ accuracy. This instructional model might be useful in teaching writing skill as well as developing learners’ creativity.
참고문헌 (28)
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