담임교사의 교실영어 사용이 학생의 학업성취도 및 정의적 영역에 미치는 영향

Abstract

The purpose of this study is to explore the effects of homeroom teachers' use of classroom English on students' academic achievement and attitudes towards English learning. For this purpose, the English listening and speaking skills of the students, along with their interest and confidence in English study, were examined. Two fourth-grade classes (35 students in each class) were asked to participate in the study, and were divided into a control group and an experimental group. In the control group, the homeroom teacher used only Korean, whereas in the experimental group, the homeroom teacher used classroom English. The experiment was been carried out for three months. The results showed that the students' listening capabilities in the experimental group improved more than in the control group. However, no significant differences in the improvement of speaking capabilities and attitudes towards English learning between the two groups were found. This study shows that English teachers should have confidence in using classroom English, and that the school and the education office should offer a teacher's English speaking program. In addition, to improve students' English speaking skills, an English-friendly environment is highly recommended so that students can use English more frequently.