초등학생의 정의적 영역에 미치는 단기 영어 캠프의 영향

Abstract

The Effects of Short-Term English Camp Program on Elementary School Students' Affective Domain

Seo Yeon Kim

Graduate School of Education

Pyuyong National University

Abstract

The purpose of this research is to analyze the effects of a short-term English program during the elementary school English camp. This study was conducted in a local elementary school in Busan, in the short-term English elementary English winter camp for elementary school students, especially to examine the changes in their affective domain for 35 participants who took part in the camp and two teachers (a Korean English teacher and a native-speaking English teacher) who were in charge of this program. The participants were requested to answer the pre- and post- questionnaire surveys across the four areas of the affective domain, and also the two teachers took part in this study to express their views on the English camp program. In addition, the researcher asked three students and two teachers the structured written interviews respectively after three weeks from the camp program to triangulate the results which came out as negative factors. The findings of the current research are as follows: First, the results of the data analysis seem to indicate that there has not been any increase in the students' self-esteem in English. Specifically, their reading skill seems to have been decreased because there were many activities such as making things, cooking, the field trip rather than reading activities related to the content of their English textbook. Second, this English Camp participants were shown to have a high level of anxiety. It might have been a big toll for them to spend 20 hours in a variety of fun activities with the native English teacher. Third, whether or not the English camp program was found to have a positive impact on participants' interests could not be corroborated. The majority of the participants were the lower grade elementary school children so the teachers reported that focusing on practical aspects of English may have been somewhat new to them. Lastly, the children surveyed reported that their experience in the camp had a very positive effect on the improvement of their motivation and attitude. Four consecutive hours a day in the English language camp seemed good enough for them to be motivated to study English hard. On the basis of the results reported above, the following suggestions can be made: First, in order to ensure success in English camp programs in elementary schools in Busan, a possibility of linking the program to on-going after-school classes or Saturday special classes continuously rather than one-shot short-term English camp during the vacation. That way, the children may be exposed to continuous English studies, thereby improving their English skills. Secondly, this program might have to consider to implement the components of the curriculum so that the children will be able to use English for a variety of purpose and means.·