• 영어어문교육
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• 제8권1호
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• pp.143-165
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• 2002

The object of the present study was to examine whether it is possible to get appropriate data to examine the accountability and effectiveness of the elementary English curriculum from the present testing system at elementary schools. The present elementary education policy encourages using performance assessment relying mainly on teachers' observation of students' performanceinstead of objective tests of which the results are given in hierarchical number. To obtain objective data from the performance assessment, it is a prerequisite that teachers understand the achievement criteria set by the curriculum and be able to judge' performance objectively based on the same criteria. A questionnaire was used to examine the degree of teachers' understanding of the achievement criteria. A listening test was developed and given to 13 classes of 4th graders. The English teachers of the 13 classes were asked to judge whether each of their students had achieved the curriculum objective. The distributions of the test scores and teachers judgments were compared across the teachers to examine whether the teachers had the same achievement criteria. The survey showed that about a third of elementary school teachers reported that they did not have an understanding of the achievement criteria set by the curriculum. The comparison analysis showed that the levels of achievement criteria varied greatly among the elementary school teachers.

• 말소리와 음성과학
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• 제15권3호
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• pp.37-44
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• 2023

This study investigates perceptual confusions of English fricatives among 121 Korean elementary school English as a foreign language (EFL) learners with shorter periods of learning English. The objective is to examine how they perceive English fricative consonants and to provide educational guidelines. Two sets of English fricative identification tasks-voiceless fricatives and voiced fricatives-were administered to participants in a High Variability Phonetic Training (HVPT) setting. Their phonemic awareness of the fricatives was visualized in perceptual confusion maps via multidimensional scaling analysis. The findings are explored in terms of the impacts of Korean EFL learners' L1 linguistic aspects and a comparison with L1 learners. Learners' phonemic awareness patterns are then compared with their relative importance in speech intelligibility based on a functional load hierarchy. The results indicated that Korean elementary EFL learners recognized English fricatives in a manner largely akin to L1 learners, suggesting their ongoing acquisition progress. Additionally, the findings demonstrated that the young EFL learners possess sufficient phonemic awareness for most high functional load segments but encounter some difficulties with one high and one low functional pair. The findings of this study offer suggestions for diagnosing language learners' phonemic awareness abilities, thereby aiding in the development of practical guidelines for language instructional design and helping educators make informed decisions regarding teaching priority in L2 classes.

• 영어어문교육
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• 제3호
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• pp.71-93
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• 1997

Teachers' beliefs about teaching English are reflected in their practices in the classroom. They influence on the students' attitude to English learning. Any teacher training program expects the trainees to change or modify their existing beliefs and attitude through the new ideas and information introduced by the program toward a desired direction. The present study describes a teacher training program for elementary school English teachers and compares the beliefs of the teachers about teaching English before and after the training. The subjects are the elementary school English teachers around Chungnam area who get a special training of 120 hours during January 1997. The investigation of the subjects' beliefs on English teaching is conducted through examining two journals of each subject before and after the training. The journals show the teachers' inner flow of thought, so teacher trainers are expected to get insight on their general instructional considerations and have implications on the future teacher training program through examining these journals. In addition, the journal writing itself gives the teachers opportunity to reflect their practice and rethink about their beliefs, and develop themselves as professional English teachers.

• 한국콘텐츠학회논문지
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• 제18권2호
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• pp.427-437
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• 2018

본 연구는 초등학교 학생들이 학습하는 온라인 영어 학습 프로그램 콘텐츠의 효과성을 탐색하였다. 온라인 영어 학습 콘텐츠 연구를 위해 경기도교육청에 의해 학교로 사용권장된 프로그램을 사용하였다. 연구대상은 경기도 K 시 소재 P 초등학교 107명의 학생들로 약 1년간의 학습 후에 온라인 학습 콘텐츠 효과성에 관한 설문에 응답하였다. 학생들의 응답은 Spearman 상관분석방법으로 재학학년, 온라인 학습시간 및 진단평가 성적과 온라인 영어 학습 프로그램 콘텐츠 간의 연관성을 분석하였다. 분석한 결과, 학년이 높고 영어 학업수준이 높은 학생일수록 문제해결형, 과제수행형과 WBI(웹기반)형의 콘텐츠는 효과적이지 않다고 생각하는 것으로 드러났다. 반면에, 온라인 학습시간이 긴 저학년학생일수록 개인 지도형, 스토리활용형과 애니메이션유형의 온라인 학습 콘텐츠가 효과적이라고 답했다. 따라서 본 연구는 온라인 영어 학습 콘텐츠의 개발에 있어서, 학생의 학년과 학습시간, 학업수준 등과 같은 학생의 특성을 고려할 필요가 있음을 제언하는 바이다.

• 한국게임학회 논문지
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• 제10권4호
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• pp.35-48
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• 2010

본 연구는 모바일의 장점이 영어어휘 학습에 새로운 환경을 제공해 줄 수 있을 것으로 보고 초등영어학습자들을 위한 모바일 게임용 영어어휘 학습 목록과 함께 그 적용 방법을 제시하고자 한다. 이를 위해서, 첫째, 영어교육 과정의 초등 필수 어휘목록, 초등 영어교과서 어휘, 그리고 초등 영어단어집으로부터 초등학교 5, 6학년 학습자들의 어휘학습에 적합한 기본 어휘목록을 선정하였다. 둘째, 기존에 상용화 중인 모바일 게임을 분석하여 영어어휘 학습용 게임으로 적합한 것을 선정하였다. 마지막으로, 선정된 게임에 구축된 어휘목록을 적용해 개발하였다.

• 영어어문교육
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• 제18권2호
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• pp.213-246
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• 2012

This study aims to investigate how the EBS English (EBSe) After-School program has been implemented in after-school classrooms. It also aims to examine the needs of the teachers and the students involved in the program, as well as their evaluation of the program itself to date. The EBSe After-School program has recently been launched and used in public school contexts less than a year. Thus, it is necessary to examine ways how the EBSe After-School program has been applied in real after-schools; and how the program has been perceived by the people engaged. The study was conducted in 19 elementary schools and 12 middle schools, which ran their after-school classes utilizing the EBSe program. Questionnaires were given to the 52 teachers and 1,258 students using the program. In addition to the questionnaires, syllabi and lesson plans of the after-school classes have also been inspected. The study finds that, despite overall satisfaction with the program, only a small portion of students participated in the after-school classes. Another finding of the study is that there was much difference in the way of implementing the program between the elementary and middle schools. Finally, the study makes some suggestions for improving the program.

• International Journal of Contents
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• 제10권2호
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• pp.59-66
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• 2014

The Purpose of this study is to examine the effects of the Smart reading program, Smartree, in an elementary English class. Recently in Korea, the use of smart technologies in education has become an issue with the introduction of a new educational platform and increased social interaction between teachers and students. The Smart learning paradigm is converging with technology and social learning. This study examines an English reading method using smart technology and how it affects the improvement of elementary students' reading ability, we also suggest effective reading methods related to Smart learning suitable for this new educational trend. The results showed that the use of a tablet PC based Smartree reading program had meaningful effects on both improvements of cognitive reading ability and changes in affective attitude.

• 영어어문교육
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• 제10권2호
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• 한국영어학회지:영어학
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• 제1권3호
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• pp.437-456
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• 2001

This paper raises a question on the theoretical background behind the English education at the elementary school level. The Critical Period Hypothesis (CPH), supporting the common belief of the earlier the better in foreign language learning, which has promoted the strong trend toward teaching English in Korean elementary schools, is analyzed to determine whether it provides a comprehensible picture to explain age-related factors and whether it is a valid hypothesis which can be applicable in an EFL situation such as Korea. This paper concludes that CPH itself is still considered as an impending hypothesis full of unresolved issues and that the present educational situation of Korean elementary schools is rather far from the environment in which the ideas of CPH could practically apply, and thus it may be desirable to find alternative theoretical backgrounds from which the educational programs can be developed and further expanded.

• 영어어문교육
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• 제18권2호
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• pp.149-170
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• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.