초등영어 학습부진학생 지도에서 정의적 영역에 대한 효과 분석

• 영문명: The effects of English language instruction for underachievers in elementary school on the affective domain
• 발행기관: 한국초등영어교육학회
• 저자명: 강정진(Jungjin Kang) 윤지여(Jiyeo Yun) 손소혜(So-hye Son)
• 간행물 정보: 『초등영어교육』제29권 4호, 89~114쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.12.31

영문 초록

The COVID-19 pandemic has exacerbated learning gaps and academic disparities among students, highlighting the importance of the affective domain. Consequently, there is a growing need for guidance in English learning tailored to underachieving students, taking the affective domain into consideration. This study aimed to investigate the effectiveness of guidance for underachieving elementary English learners, the impact on their affective domain, and various instructional methods. A meta-analysis of 31 studies was conducted, analyzing overall effects, affective domain outcomes, moderator effects, and independent variable effects. The results showed a substantial average effect size of .95 for guidance on underachieving students in the affective domain. Phonics instruction demonstrated the most significant impact, particularly in the self-confidence, interest, and participation area, while showed moderate effects in the anxiety area. Examining moderator variables revealed that phonics instruction, individualized guidance with minimal group size, and an extended treatment period were most effective. Based on these findings, there is a call for systematic and diverse programs for underachieving English learners, emphasizing the enhancement of the affective domain.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

학습부진학생 정의적 영역 메타 분석 효과 크기 underachieving students affective domain meta-analysis effect size