학술논문
초등영어 읽기 교육에서 협동학습 전략의 효과에 대한 평가: STAD와 TGT전략을 중심으로
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- 영문명
- Evaluating the effects of cooperative learning strategies in elementary English reading instruction: Focusing on STAD and TGT
- 발행기관
- 한국영어평가학회
- 저자명
- 김종영 김현주
- 간행물 정보
- 『English Language Assessment』Vol.20 No.1, 113~132쪽, 전체 20쪽
- 주제분류
- 인문학 > 언어학
- 파일형태
- 발행일자
- 2025.06.30
5,200원
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국문 초록
This study examines the effect of cooperative learning strategies on elementary
students’ English reading performance, focusing on the Student Teams Achievement
Divisions (STAD) and Teams Games Tournaments (TGT) models. It investigates
whether these strategies improve reading fluency and reduce achievement gaps among
learners of varying proficiency levels. Sixty elementary students were assigned to one
of three instructional conditions: traditional instruction, STAD, or TGT. Over eight
weeks, each group received reading instruction based on its respective model. Reading
fluency was assessed using a words-per-minute (WPM) metric through a pre-test and
two post-tests at four-week intervals. Multivariate analyses revealed statistically
significant differences in reading performance across groups. Both STAD and TGT
groups significantly outperformed the traditional group, suggesting cooperative
learning strategies positively impacted reading fluency. Follow-up comparisons
indicated these strategies were particularly effective in narrowing the gap between
high- and low-proficiency learners although differences between middle- and low
proficiency learners were not statistically significant. These results underscore the
potential of structured cooperative learning as an effective pedagogical and
assessment-informed approach for enhancing reading fluency in elementary EFL
settings. Future research should examine the longitudinal effects of these strategies
and their implications for assessing other language domains including listening,
speaking, and writing.
영문 초록
목차
Ⅰ. 서론
Ⅱ. 연구 배경
Ⅲ. 연구 방법
Ⅳ. 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌
부록
키워드
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- 초등영어 읽기 교육에서 협동학습 전략의 효과에 대한 평가: STAD와 TGT전략을 중심으로
- Motivation as a Mediator in L2 Acquisition: A Structural Equation Modeling Approach in the Korean EFL Context
- Optimizing Peer Assessment: Communication Strategies in L2 Presentation Feedback
- Automated Writing Evaluation: Awareness, Perceptions, and Expectations of Korean English Teachers and Students
참고문헌
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