워크북 활용이 교육복지우선지원지역 초등학교 5학년생의 영어 능력 및 정의적 영역에 미치는 영향

Abstract

The Effects of Workbook on the 5th Grade Elementary School Students’ English Ability and Their Affected Domains: Focus on the Preferred Education Welfare Investment Area

Lee, Jeong Hei

Graduate School of Education Pukyong National University

Abstract

The purpose of this study was to use a workbook to study the effects it had on 5th grade students who live in what is called “Preferred Education Welfare Investment Areas” in Busan for regular English instruction and to investigate its effects on three aspects: the degree of their English ability improvement, the effectiveness of workbooks for each level, and the impact of the affected domains. For this study, twenty five 5th graders were provided with experimental instruction three times a week, from March to December 2012. Using only a textbook as the teaching material, the experimental class was given instructions using the workbook in all sessions. The control class, located in the vicinity of the experimental class, was given instructions based on the procedure and direction of the existing teaching materials or guides. In order to analyze the effects of these experimental classes, English academic achievement tests, provided by the Busan Metropolitan City Office Education were carried out three times. After the experiment, the students in both groups also completed a post-survey on their affected domains, and the collected data was analyzed with a computer utilizing the SPSS statistics program. T-test correlational analysis were utilized to analyze the relations. The results of the study are as follows: First, English instruction using a workbook does not affect the improvement of English ability upon 5th grade students who live in Preferred Education Welfare Investment Area in Busan. According to the analysis, it showed close to significant results in the listening and reading·writing. If research was conducted for a longer period, it might have produced more meaningful results. Second, the English academic achievement results showed using a workbook in the mid and low level groups proved effective. Students in the low level group had a higher proficiency level in listening and reading·writing part than before the experiment. Third, English instruction using a workbook does not have an effect on the result of the affective domains of 5th grade students who live in one of the Preferred Education Welfare Investment Areas in Busan. In particular, English instructions using a workbook had a negative impact of their interest part on the mid level group. Contrary to the survey, results of the need for workbook showed inconclusive evidence as to the affect upon experimental class. On the other hand, the low level students in the experiment showed nearly significant results, considerable results compared to the other groups within the affective domain survey. From these results, English instructions using the workbook not only improved mid and low level students’English ability, but also had positive effects on low level students’affective domains. It is necessary to make efforts in utilizing a variety of teaching methods using the workbook and teaching the students English in conjunction with homeroom teachers. Furthermore, there is a need for the development of a workbook that can systematically supplement English textbooks.