중학교 영어과 수준별 이동수업이 학업성취도에 미치는 영향

Abstract

Abstract

The purpose of this study is to analyze the effects of level-based English teaching in the middle school on the students’ English achievement test scores. To this end, the students in 16 intact classes (8 first grade classes and 8 second grade classes) at a local middle school in Busan were divided into three levels (i.e., beginning, intermediate, and advanced) based on their scores of the achievement test taken in July, 2009. The level-based English instructions were provided for students from as July 2009 to December 2009. To examine the improvement of each group, the comparisons were conducted between the achievement test scores taken prior to and after the treatment via statistical analyses such as a paired t-test and a one-way ANOVA. The results are as follows. First, the scores of the three groups showed meaningful increases. This means that the level-based English teaching may have a positive influence on students. Second, the students in the beginning and intermediate groups improved significantly, whereas the advanced students did not. This suggests that those in the lower-level students may benefit from level-based English instructions. The results of the study suggest that classes should be fractionated into more levels. Various learning materials for different levels of classes should be provided. Students should not have the feeling of rejection on the level-based English teaching. Teachers need to remind the students that the class division is meant to provide the appropriate lecture to their level. Evaluation matter has to be considered and the proper evaluation standards have to be presented. Teachers should be offered more training opportunities for developing materials and for adopting good teaching models according to the level differentiation curriculum.