온라인 영어 다독프로그램이 어휘습득에 미치는 영향과 이를 활용한 영어 수업 모형
The effects of online extensive reading on vocabulary learning and incorporating ER in the classroom
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This study investigated the effects of online ER and flipped learning on vocabulary learning. A total of 310 second-year high school students participated in the online ER program. Of the total 310 students, 75 from advanced- and 65 from intermediate-level classes had flipped learning lessons. To explore the effects of flipped learning classes, as well as to know whether or not level played a role, 45 students were randomly selected from each of the three groups of students: online ER only, online ER plus flipped learning activities group in advanced and in intermediate classes. The same vocabulary size and depth tests were administered as pre- and post-tests to all three groups. The test results showed that the online ER program helped students improve their vocabulary knowledge. In addition, there was a significant difference between pre- and post- test scores among the groups and the advanced-level students benefitted more by flipped learning. Another finding to note was that the flipped learning model proved to be effective in raising the students’ motivation to read. These findings present the benefit of using an online ER program, and there is a recommendation for secondary teachers to incorporate a flipped learning model in their EAP settings.
Abstract
This study investigated the effects of online ER and flipped learning on vocabulary learning. A total of 310 second-year high school students participated in the online ER program. Of the total 310 students, 75 from advanced- and 65 from intermediate-level classes had flipped learning lessons. To explore the effects of flipped learning classes, as well as to know whether or not level played a role, 45 students were randomly selected from each of the three groups of students: online ER only, online ER plus flipped learning activities group in advanced and in intermediate classes. The same vocabulary size and depth tests were administered as pre- and post-tests to all three groups. The test results showed that the online ER program helped students improve their vocabulary knowledge. In addition, there was a significant difference between pre- and post- test scores among the groups and the advanced-level students benefitted more by flipped learning. Another finding to note was that the flipped learning model proved to be effective in raising the students’ motivation to read. These findings present the benefit of using an online ER program, and there is a recommendation for secondary teachers to incorporate a flipped learning model in their EAP settings.
참고문헌 (39)
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