초등 영어노래 받아쓰기 활동의 언어적, 정의적 효과

Abstract

This study examined if and to what extent English song dictation activities influence primary school students’ listening skills and their affective attitudes, such as language learning interest, motivation, and confidence. The subjects of this study were 158 students in the 5th grade divided into two groups: an experimental group (n=77) and a control group (n=81). For a period of four months, the students in the experimental group performed song dictation activities during the first 20 minutes of an English class once a week. In contrast, the students in the control group listened to songs and answered questions about the songs. The students' listening skills and their affective attitudes were then compared across the groups. The findings of the study indicate that the students in the experimental group performed significantly better than those in the control group in listening. In addition, the students in the experimental group showed higher levels of interest, confidence, and motivation, compared to their counterparts. Thus, it can be inferred from the findings that song dictation is an effective learning activity and that it should be more actively and frequently used in English class.