문제 중심 소집단 협동학습이 초등학생 영어 학습과 흥미도 향상에 미치는 효과 연구

Abstract

The purpose of this study is to examine the effects of small group cooperative learning lessons on a group of sixth grade elementary school students in terms of English listening and speaking skills, and general interest. A problem-based learning program was applied a total of eight times. The target of this study is 27 students in an experimental group and 27 students as a control group in the sixth-grade of an elementary school in Gyeonggi-do. They were divided into two groups: existing teacher-centered general classes (control group) and problem-centered small group cooperative learning classes (experimental group). After 4 weeks (a total of 8 times) of experiments, English speaking and listening skills and interest amongst the students were observed, and pre-and post-comparisons were verified. The results of the study were as follows: First, in terms of listening skills, the experimental group's average at the end of the classes was higher than the control group and showed that problem-oriented small group cooperative learning helped improve English listening ability. Second, there was a significant difference in speaking skills of the experimental group in the pre-test and post-test analysis results, and the results showed that small group cooperative learning can help improve English speaking skills. Third, examining the changes of interest in elementary school students for English learning, the results showed significant difference. Therefore, this study shows that problem-oriented small group cooperative learning can have a positive effect on elementary school students' English learning.

The purpose of this study is to examine the effects of small group cooperative learning lessons on a group of sixth grade elementary school students in terms of English listening and speaking skills, and general interest. A problem-based learning program was applied a total of eight times. The target of this study is 27 students in an experimental group and 27 students as a control group in the sixth-grade of an elementary school in Gyeonggi-do. They were divided into two groups: existing teacher-centered general classes (control group) and problem-centered small group cooperative learning classes (experimental group). After 4 weeks (a total of 8 times) of experiments, English speaking and listening skills and interest amongst the students were observed, and pre-and post-comparisons were verified. The results of the study were as follows: First, in terms of listening skills, the experimental group's average at the end of the classes was higher than the control group and showed that problem-oriented small group cooperative learning helped improve English listening ability. Second, there was a significant difference in speaking skills of the experimental group in the pre-test and post-test analysis results, and the results showed that small group cooperative learning can help improve English speaking skills. Third, examining the changes of interest in elementary school students for English learning, the results showed significant difference. Therefore, this study shows that problem-oriented small group cooperative learning can have a positive effect on elementary school students' English learning.