초등학교 G러닝 영어 방과후학교 프로그램의 효과 제시

Abstract

This study suggests effectiveness of G-Learning (teaching and learningmethodology utilizing interactions derived from game play) Englishafterschool class, which had been implemented for 3 months to 496elementary school students in 5th grade at 31 elementary schoolsspread in the whole regions of Gyeonggi province. To achieve thegoals of this study, two hypotheses were set in this study: 1) afterconducting G-Learning English class, students' achievement in Englishstudy will increase, and 2) after conducting G-Learning English class,students' interest and confidence to English study will increase. Preand post proficiency tests were conducted to verify the effectiveness ofthe G-Learning English class. A survey was also carried out with theparticipants of the class. The results showed that the students'achievement in reading was increased from 24.7 to 36.4 and vocabularyincreased from 21.1 to 33.5 with statistical significance. The increase ofthe test score in three proficiency groups was as follow: high groupwas 9 points, middle group was 25 points, and low group was 38points. Moreover, as for the affective factors toward English study,students' interest improved from 3.28 to 3.54 and confidence improvedfrom 3.17 and all the aforementioned results showed statisticalsignificance.

This study suggests effectiveness of G-Learning (teaching and learningmethodology utilizing interactions derived from game play) Englishafterschool class, which had been implemented for 3 months to 496elementary school students in 5th grade at 31 elementary schoolsspread in the whole regions of Gyeonggi province. To achieve thegoals of this study, two hypotheses were set in this study: 1) afterconducting G-Learning English class, students' achievement in Englishstudy will increase, and 2) after conducting G-Learning English class,students' interest and confidence to English study will increase. Preand post proficiency tests were conducted to verify the effectiveness ofthe G-Learning English class. A survey was also carried out with theparticipants of the class. The results showed that the students'achievement in reading was increased from 24.7 to 36.4 and vocabularyincreased from 21.1 to 33.5 with statistical significance. The increase ofthe test score in three proficiency groups was as follow: high groupwas 9 points, middle group was 25 points, and low group was 38points. Moreover, as for the affective factors toward English study,students' interest improved from 3.28 to 3.54 and confidence improvedfrom 3.17 and all the aforementioned results showed statisticalsignificance.