The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development

• 영문명: The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development
• 발행기관: 한국영어교과교육학회
• 저자명: Jiyoung Bae Hyojeong Seo
• 간행물 정보: 『영어교과교육』영어교과교육 15권 2호, 1~30쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.05.31

영문 초록

The purpose of this study is to examine the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting English underachievers’ literacy development. The study participants were eight elementary school students whose average age was ten. Participants had difficulties in their English classes, and their stages of literacy development were emergent and early literacy. Applying the three stages of the SDLMI, students determined their goals, developed and implemented their action plans, and monitored their progress. A multiple baseline across participants design was used. It took four weeks to complete the study sessions during the English summer camp, and each students’ session lasted about two hours via one-to-one instruction. The SDLMI with English literacy learning program customized for underachievers appears to be effective in assisting underachievers’ self-directed learning as well as their English literacy abilities. Implications and future directions for research and practice are discussed.

목차

Abstract

I. INTRODUCTION

II. METHODS

III. RESULTS AND DISCUSSION

IV. CONCLUSION AND IMPLICATIONS

REFERENCES

키워드

SDLMI English underachievers literacy self-directed learning 자기결정교수법 영어학습부진 리터러시 자기주도적 학습