The Effects of Storybook-Based English Instruction on the Affective Development of Potentially At-Risk Elementary Learners = 스토리북 기반 영어 수업이 잠재적 위기 초등학생의 정의적 발달에 미치는 효과

다국어 초록 (Multilingual Abstract)

The Effects of Storybook-Based English Instruction on the Affective Development of Potentially At-Risk Elementary Learners Choi, Hye J eong Department of Practical English Graduate School Korea National Open University Supervised by Professor : Park, Yunjoo Recent English education environments have become increasingly challenging due to growing learning demands and differences in learner proficiency levels, particularly among upper elementary students. As a result, some learners experience reduced motivation, lower confidence, and increased anxiety toward English learning, placing them at risk of academic disengagement. Therefore, this study explored aspects of affective development associated with a storybook-based English instructional program for potentially at-risk elementary learners. In addition, the study examined learners' vocabulary engagement and observable strategy-related learning behaviors to better understand the learning processes associated with their affective learning experiences. The participants were fifteen potentially at-risk learners in Grades 4 through 6. The instructional process consisted of a six-week preparatory reading phase followed by an eight-week classroom instructional phase using robot-themed literary and informational English storybooks. This study employed a single-group classroom-based intervention design. Data were collected through pre-instruction baseline records, a post-instruction learner perception questionnaire, pre- and post-instruction Robot Mind Maps, reading logs, classroom observations, and learner-generated artifacts. The post-instruction questionnaire was analyzed to examine learners' perceptions of the instructional program, while classroom observations, Robot Mind Maps, and learner-generated artifacts were used to document patterns of participation, vocabulary engagement, and observable strategy-related learning behaviors. The findings indicated generally positive learner perceptions of the storybook-based English lessons. Learners reported reduced learning burden, high levels of enjoyment and concentration, and positive interaction during classroom activities. Classroom observations and learner-generated artifacts documented active participation, meaningful vocabulary engagement, and observable strategy-related learning behaviors, including prediction, inferencing, contextual vocabulary learning, retrieval practice, and peer collaboration. Comparisons of the pre- and post-instruction Robot Mind Maps further suggested broader and more organized use of robot-related vocabulary following the instructional process. These findings suggest that storybook-based English instruction may provide a supportive pedagogical approach for fostering positive affective learning experiences among potentially at-risk elementary learners. The thematically integrated use of literary and informational storybooks appeared to provide meaningful opportunities for sustained engagement, vocabulary learning, and multimodal participation. Furthermore, the findings offer pedagogical implications for designing inclusive English learning environments that encourage active learner engagement and support meaningful learning experiences for elementary learners with diverse learning needs. Keywords: storybook-based English instruction, potentially at-risk learners, affective development, vocabulary engagement, strategic learning behaviors

국문 초록 (Abstract)

최근 영어교육 환경은 학습 요구의 증가와 학습자 간 영어 능력 차이의 확대, 특히 초등학교 고학년을 중심으로 더욱 어려워지고 있다. 그 결과 일부 학습자는 영어 학습에 대한 동기 저하, 자신감 감소, 그리고 학습 불안의 증가를 경험하며, 이는 학업적 이탈의 위험으로 이어질 수 있다. 이에 본 연구는 스토리북 기반 영어 수업과 관련된 잠재적 위기 초등 학습자의 정의적 발달 양상을 탐색하였다. 또한 학습자의 정의적 학습 경험과 관련된 학습 과정을 보다 심층적으로 이해하기 위해 어휘 참여와 관찰 가능한 전략 관련 학습 행동（observable strategy-related learning behaviors）을 함께 살펴보았다.연구 대상은 초등학교 4~6학년 잠재적 위기학습자 15명이었다. 수업은 로봇을 공통 주제로 한 문학 텍스트와 정보 텍스트를 활용하여 6주간의 준비 읽기 단계와 8주간의 교실 수업 단계로 구성되었다. 본 연구는 단일집단 교실 기반 중재 설계（single-group classroom-based intervention design）를 적용하였다. 자료는 사전 기초 자료, 사후 학습자 인식 설문, 사전·사후 Robot Mind Map, 읽기 기록, 교실 관찰 기록, 그리고 학습자 산출물을 통해 수집하였다. 사후 설문은 수업에 대한 학습자들의 인식을 분석하는 데 활용하였으며, 교실 관찰, Robot Mind Map, 그리고 학습자 산출물은 참여 양상, 어휘 참여, 그리고 관찰 가능한 전략 관련 학습 행동의 패턴을 분석하는 데 활용하였다. 연구 결과, 학습자들은 스토리북 기반 영어 수업을 전반적으로 긍정적으로 인식하였다. 학습자들은 학습 부담이 감소하였다고 인식하였으며, 높은 수준의 즐거움과 집중, 그리고 긍정적인 상호작용을 경험하였다고 응답하였다. 또한 교실 관찰과 학습자 산출물에서는 적극적인 수업 참여, 의미 있는 어휘 참여, 그리고 예측（prediction）, 추론（inferencing）, 맥락을 활용한 어휘 학습（contextual vocabulary learning）, 반복적 인출 연습（retrieval practice）, 또래 협력（peer collaboration）과 같은 관찰 가능한 전략 관련 학습 행동이 확인되었다. 사전·사후 Robot Mind Map을 비교한 결과에서도 수업 과정 이후 로봇 관련 어휘의 사용 범위가 확대되고 조직성이 향상된 양상이 나타났다. 이러한 결과는 스토리북 기반 영어 수업이 잠재적 위기 초등학습자의 긍정적 인 정의적 학습 경험을 지원할 수 있는 교수·학습 접근이 될 가능성을 시사한다. 또한 문학 텍스트와 정보 텍스트를 하나의 주제 아래 통합하여 활용한 수업은 학습자의 지속적인 참여, 어휘 학습, 그리고 다양한 양식（multimodal）을 활용한 학습 참여를 촉진하는 의미 있는 기회를 제공하는 것으로 나타났다. 나아가 본 연구는 적극적인 학습 참여를 촉진하고 다양한 학습 요구를 지닌 초등학습자들에게 의미 있는 학습 경험을 제공할 수 있는 포용적인 영어 학습 환경을 설계하는 데 유용한 교육적 시사점을 제시한다.

목차 (Table of Contents)

• - Table of Contents -
• Ⅰ. INTRODUCTION 1
• 1.1 Background and Purpose 1
• 1.2 Research Gap 4
• 1.3 Research Questions 6
• Ⅱ. LITERATURE REVIEW 7
• 2.1 Potentially At-Risk Learners 7
• 2.1.1 Curriculum Transitions and Learning Burden in Korean English
• Education 7
• 2.1.2 From At-Risk to Potentially At-Risk Learners 9
• 2.1.3 Affective Factors and Learning Resilience in Potentially At-Risk
• Learners 11
• 2.2 English Storybook-Based Instruction 13
• 2.3 English Learning Strategies 14
• Ⅲ. METHODS 16
• 3.1 Research Design 16
• 3.2 Participants 17
• 3.3 Instructional Materials 24
• 3.3.1 Literary Texts 26
• 3.3.2 Informational Texts 29
• 3.3.3 Literary ＆ Informational Text Integration Rationale 32
• 3.3.4 Supplementary Materials 33
• 3.3.4.1 Word Bingo Vocabulary Activity 34
• 3.3.4.2 Cube Robot Craft and Speaking Activity 37
• 3.3.4.3 Robot Mind Map Activity 40
• 3.4 Procedure of the Instructional Process 42
• 3.5 Research Instruments and Data Sources 45
• 3.5.1 Pre- and Post-Questionnaire 46
• 3.5.2 Word Bingo Vocabulary Activity 47
• 3.5.3 Classroom Activity Records 48
• 3.6 Data Collection 48
• 3.6.1 Pre-test Stage 48
• 3.6.2 Instructional Period 49
• 3.6.3 Post-test Stage 49
• 3.7 Data Analysis 49
• Ⅳ. RESULTS 50
• 4.1 Learners’ Perceptions of Storybook-Based English Instruction 51
• 4.2 Strategic Learning Behaviors Observed During Instruction 56
• 4.3 Vocabulary Engagement and Strategic Learning Behaviors61
• 4.3.1 Scene Drawing 64
• 4.3.2 Cube Robot Creation and Presentation 66
• 4.3.3 A–Z Glossary Creation Using AlphaBot 68
• 4.3.4 Creative Robot City Drawings 70
• 4.4 Summary of Findings 72
• Ⅴ. DISCUSSION 73
• 5.1 Interpretation of Findings 73
• 5.2 Pedagogical Implications 75
• Ⅵ. CONCLUSION 77
• References 80
• Appendix 86
• Abstract （Korean） 103
• Acknowledgement 105
• Publication Release Form 106
• - List of Tables -
• Table 1. Comparison of English Instructional Hours Across School Levels in
• the 2022 National Curriculum 7
• Table 2. Demographic Information of Participants 17
• Table 3. Pre-intervention Affective Characteristics of Learners 18
• Table 4. Participant Identification Criteria for Potentially At-Risk Learners 19
• Table 5. Literary Texts 26
• Table 6. Informational Texts 30
• Table 7. Literary and Informational Reading Materials 32
• Table 8. Procedure of the Word Bingo Vocabulary Activity 35
• Table 9. Overall Instructional Process 42
• Table 10. Learners’ Post-Instruction Perceptions of Storybook-Based English
• Learning 54
• Table 11. Learner Participation in Creative and Communicative Activities ·· 63
• - List of Figures -
• Figure 1. Learning Risk Stages of Potentially At-Risk Learners 22
• Figure 2. Word Bingo Game Structure 34
• Figure 3. Cube Robot Craft Activity and Examples of Learners’ Completed
• Robot Creations 37
• Figure 4. Introducing My Robot Activity Sheet 39
• Figure 5. Examples of Learners’ Robot Mind Map Activities 40
• Figure 6. Changes in Learners' Affective Responses During Storybook-
• Based English Instruction 51
• Figure 7. Affective Domain Questionnaire Following Storybook-Based
• Instruction 53
• Figure 8. Word Bingo Game Activity 56
• Figure 9. Examples of Learners’ Silly Stories 58
• Figure 10. Comparison of Pre- and Post-Instruction Robot Mind Maps 59
• Figure 11. Changes in Learners’ Reading Engagement and Participation ·· 61
• Figure 12. Examples of Learners’ Multimodal Learning Artifacts 62
• Figure 13. Learners’ Scene Drawings Demonstrating Story Comprehension 64
• Figure 14. Examples of Learners’ Creative and Communicative Activities 66
• Figure 15. Learners’ A–Z Glossary Creation Using AlphaBot 68
• Figure 16. Learners’ Robot City Drawings （Post-Reading Activity） 70
• Figure 17. Learners’ Completed Robot City Drawings 70