단기 영어캠프가 초등학생의 정의적 영역에 미치는 영향

Abstract

Abstract

The purpose of this study is to find out changes in children's interest, self-confidence, and motivation in English after a short-term English camp and also, to examine how future short-term English camps should be operated in local elementary schools. For this study, the questionnaire survey asking changes in their interest in English, self-confidence, and motivation for English studies were conducted with 32 elementary school students who participated in the 3-week winter English camp in an elementary school in Busan. To ensure the validity of the research, the teachers who taught in the same English camp program were also asked to answer the teacher questionnaire survey. The results of the current research are as follows: First, the results seem to indicate that there has been an increase in the students' interest in English thanks to the camp program. In other words, they showed a greater interest in not only the English classes but also English itself. In particular, they were interested in playing games as types of activities they enjoyed doing during the camp period. Second, a positive effect was also reported in the area of the students' self-confidence in English. The survey results revealed that they felt more confident in English after the camp and understood their teachers in English better. Also they thought that the more they studied English, the easier the English classes were. The teachers in the camp program also noticed a positive change in their self-confidence. Third, the students' responses seem to indicate that their experience in the camp had a very positive effect on the improvement of motivation. They responded that the English camp program helped their English studies considerably and they admitted the positive influence of the camp program. They were extremely satisfied with the teaching materials and facilities so that some 63% of the children said that they would come back to the program again in the future. On the basis of the results reported above, the following suggestions are made: First, in order to ensure success in English camp programs in elementary schools, there seem to be some prerequisites. First, co-teaching by Korean teachers and English teachers seems to be essential. Not only the teaching itself, but also the planning for the program and materials preparation requires collaboration by both groups of teachers. Second, English camp programs should be developed for children who want to take advantage of these free programs such as English camp program as a substitute for private classes outside of their English classes in school.