본문 바로가기
KERD
논문KCI 등재

모둠 중심 의사소통 활동에서 교육용 로봇 활용이 상호작용 양상에 미치는 영향

Effects of using an educational robot on interactional aspects in group-based communicative activities

0

조회

0

다운로드

6

인용

0

참고문헌

키워드

초록

In terms of elementary English teaching and learning, educational robots can provide a powerful methodology for involving students in an emotional and interactive learning experience with language used for genuine communicative purposes. This study attempted to examine some effects of using an educational robot on interactional aspects in group-based communicative activities in elementary English classes. The subjects of this study were 24students in the fifth and sixth grades. The educational robot was specially developed for elementary English teaching and learning. It was used in three types of group-based communicative activities: a map completion activity, a survey activity, and a role-play. The results of this study show that educational robots can have some positive effects on students’ interactional aspects such as the quantity of interaction and meaning negotiation. Through this research, it is believed that educational robots can bring opportunities for elementary school students to work together in a cooperative context and help students raise English communicative competence.

Abstract

In terms of elementary English teaching and learning, educational robots can provide a powerful methodology for involving students in an emotional and interactive learning experience with language used for genuine communicative purposes. This study attempted to examine some effects of using an educational robot on interactional aspects in group-based communicative activities in elementary English classes. The subjects of this study were 24students in the fifth and sixth grades. The educational robot was specially developed for elementary English teaching and learning. It was used in three types of group-based communicative activities: a map completion activity, a survey activity, and a role-play. The results of this study show that educational robots can have some positive effects on students’ interactional aspects such as the quantity of interaction and meaning negotiation. Through this research, it is believed that educational robots can bring opportunities for elementary school students to work together in a cooperative context and help students raise English communicative competence.

참고문헌 (30)

  1. 반재천, "자율지능형 영어교사 보조 로봇 활용 교육이 영어 학업성취도와 정의적 특성에 미치는 효과: A 초등학교 사례 연구", 교육과정평가연구, 13(2), pp.389~410 (2010), 한국교육과정평가원
  2. 반재천, "영어수업에서 텔레프레즌스형 로봇 활용의 효과성 연구", 영어교육연구, 22(2), pp.255~277 (2010), 팬코리아영어교육학회
  3. 이승민, "초등 영어 수업에서 인지 수준에 따른 활동 유형이 발음 학습에 미치는 효과", 영어교과교육, 11(3), pp.65~85 (2012), 한국영어교과교육학회
  4. 이승민, "초등학교 영어 교육용 로봇 콘텐츠 개발 및 적용", 영어교과교육, 8(2), pp.97~119 (2009), 한국영어교과교육학회
  5. 한정혜, "r-Learning에서의 로봇보조학습", 정보교육학회논문지, 13(4), pp.497~508 (2009), 한국정보교육학회
  6. Brandl, K., "Communicative language teaching in action" (2008), Pearson Education
  7. Bygate, M., "Researching pedagogic tasks: Second language learning, teaching and testing" (2001), Pearson Education
  8. Egi, T., "Recasts, learners’ interpretations, and L2 development, In Conversational interaction in second language acquisition", pp.249~268 (2007), Oxford University Press
  9. Ellis, N., "The weak interface, consciousness, and form-focused instruction: Mind the doors, In Form-focused instruction and teacher education", pp.17~34 (2007), Oxford University Press
  10. Ellis, N., "The psycholinguistics of the interaction approach, In Multiple perspectives on interaction", pp.11~40 (2009), Taylor and Francis
  11. Ellis, R., "Task-based language leaning and teaching" (2003), Oxford University Press
  12. Foster, P., "A classroom perspective on the negotiation of meaning", Applied Linguistics, 19(1), pp.1~23 (1998)
  13. Gass, S., "Input, interaction, and the second language learner" (1997), Lawrence Erlbaum
  14. Harley, B., "The role of focus-on-form tasks in promoting child L2 acquisition, In Focus on form in classroom second language acquisition", pp.156~174 (1998), Cambridge University Press
  15. Krashen, T., "The input hypothesis" (1985), Longman
  16. Lee, Seung-Min, "The Pros and Cons of Task-based Instruction in Elementary English Classes", 영어교육, 60(2), pp.185~205 (2005), 한국영어교육학회
  17. Leeman, J., "Feedback in L2 learning: Responding to errors during practice, In Practice in second language learning: perspectives from linguistics and pedagogy", pp.111~138 (2007), Cambridge University Press
  18. Long, M., "The role of the linguistic environment in second language acquisition, In Handbook of second language acquisition", pp.413~468 (1996), Academic Press
  19. Mackey, A., "Input. interaction, and corrective feedback in L2 learning" (2012), Oxford University Press
  20. Musumeci, D., "Teacher-learner negotiation in content-based instruction: Communication at cross-purposes?", Applied Linguistics, 17(3), pp.286~325 (1996)
  21. Nassaji, H., "Issues in form-focused instruction and teacher education, In Form-focused instruction and teacher education", pp.7~15 (2007), Oxford University Press
  22. Rogerson-Revell, P., "English phonology and pronunciation teaching" (2011), Continuum
  23. Rost, M., "Teaching and researching in listening" (2002), Oxford University Press
  24. Samuda, V., "Tasks in second language learning" (2008), Palgrave Macmillan
  25. Sato, M., "Modified output of Japanese EFL learners: Variable effects of interlocutor versus feedback types, In Conversational interaction in second language acquisition", pp.123~142 (2007), Oxford University Press
  26. Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
  27. Swain, M., "The output hypothesis: Theory and research, In Handbook of research in second language teaching and learning", pp.471~483 (2005), Lawrence Erlbaum
  28. Walsh, S., "Exploring classroom discourse" (2011), Routledge
  29. White, J., "Getting the learners’ attention: a typographical input enhancement study, In Focus on form in classroom second language acquisition", pp.85~113 (1998), Cambridge University Press
  30. Willis, D., "Doing task-based teaching" (2007), Oxford University Press

관련 논문AI추천

이 간행물의 다른 논문 (11건)