학습자 주도 활동에서 초등학생들의 상호작용 형태와 문자언어 사용이 핵심 표현 학습에 미치는 영향

• 영문명: The effects of interaction types and written language use on learning key expressions in learner-led activities
• 발행기관: 한국초등영어교육학회
• 저자명: 이승민(Lee, Seungmin) 김진영(Kim, Jinyoung) 김혜원(Kim, Hyewon) 손혜진(Son, Hyejin) 황인정(Hwang, Injeong)
• 간행물 정보: 『초등영어교육』제29권 1호, 5~29쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.03.31

영문 초록

The aim of this study was to examine how different types of interactions (interaction and intra-action) and the use of written language can impact in learning key expressions through learner-led activities. Four learner-led activities were designed to encourage interaction among elementary school students, which were then implemented on 5th grade students. The study recorded the students’ interaction patterns, and conducted pre- and post-tests to analyze the effects of interaction types and written language use on fluency, accuracy, and linguistic knowledge related to key expressions for the activities. The main findings indicate that interaction was more effective in enhancing the learning of key expressions, with a larger effect size. Additionally, the use of written language was found to be more effective in promoting the learning of key expressions, also with a larger effect size. These results offer valuable insights for designing learner-led activities that emphasize interaction among learners.

키워드

학습자 주도 활동 learner-led activities 상호작용 형태 interaction types 문자언어 사용 written language use 핵심 표현 학습 key expression learning