학생들의 영어 능력에 따른 영어마을 체험학습에 대한 인식 비교

Abstract

The purpose of this study is to show, through the analysis of a student survey, elementary school students' perceptions of an immersion program in an English Village. Specifically, the study investigates the differences in students’ perceptions in relation to their particular English levels. These levels are categorized as beginner, intermediate, and advanced. A survey was conducted of forty advanced, thirty intermediate and thirty beginner students. The questionnaire consisted of eleven multiple choice questions, ten closed questions and four short-answer questions. The followings are the findings of the survey. First, the students' general interest and motivation in learning English were enhanced following their participation in the English Village program. Second, there was a meaningful difference in the students’ anxiety towards English. Specifically after they participated in the English Village program, students' anxiety of the advanced group decreased more than that of the intermediate and beginner groups. Also, students were generally more willing to speak in English despite any lack of knowledge they may have had. Third, most students' confidence improved after they took part in the program. The advanced students in particular showed more confidence than the other groups. Consequently, there is a meaningful difference here as well. Next, students were satisfied with the design of the English Village program, however different groups had differing opinions with regards to class time. Most students in the advanced and the beginner groups were content with the allotted of class time, while students in the intermediate group expressed that they’d wanted even more. Fifth, students generally thought that the program was useful for improving their listening, speaking, reading and writing abilities. Students in the intermediate and beginner groups in particular felt more satisfied with their speaking abilities after completing the program. Finally, the students in the advanced group preferred classes where they could use their established English skills and build on those skills. On the other hand, students in the intermediate and beginner groups would have enjoyed more interactive classes where they could perform real tasks such as cooking or playing games. This study shows that an immersion program in an English Village should be developed and customized for different levels so that every student’s English abilities are expanded and they can have enough exposure to the language. In addition, this immersion program should be balanced in a way that will enable students to steadily improve their listening, speaking, reading and writing skills.