온라인 비대면 영어교육의 효과에 대한 메타분석: 학교현장의 실험연구를 중심으로

• 영문명: A meta-analysis of the effect of on-line non-face-to-face English education: Based on experimental research in school contexts
• 발행기관: 한국영어어문교육학회
• 저자명: 김영희(Younghee Kim)
• 간행물 정보: 『영어어문교육』제31권 제2호, 95~116쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

This meta-analysis investigated the effectiveness of online non-face-to-face English education through 18 experimental studies conducted in Korea between 2020 and 2023. It analyzed both cognitive (vocabulary, content, language functions) and affective (interest, confidence, participation) outcomes, considering moderators such as instructional type (synchronous vs. asynchronous), school level, and instructional period. The results showed a small but statistically significant positive cognitive effect for online education compared to offline settings. Affective effects were also statistically significant but negative, especially in students’ interest and participation. Vocabulary learning showed a medium effect, content learning a small to medium effect, and language functions varied or showed negative trends. Cognitive gains were greater in university students and with longer instruction. Confidence was higher in asynchronous classes, possibly due to learners’ self-paced control. In contrast, synchronous learning promoted higher interest and participation through real-time interaction. These findings highlight the differentiated impacts of instructional formats on learning outcomes. While online English education can enhance cognitive performance, affective engagement remains a challenge. Educators are encouraged to adopt blended approaches and design learner-centered activities that balance cognitive goals with affective support.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론

참고문헌

키워드

온라인 영어교육 영어교육연구 메타분석 온라인 교육 효과 온라인 영어교육 변인 on-line English education English education research meta-analysis effect of on-line education on-line English education variants