http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 윤지여(Jiyeo Yun) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
윤지여(Jiyeo Yun),박옥희(OkHee Park) 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.3
As a follow-up study for meta-analysis on cognitive domain (Park & Yun, 2019), this study aims to investigate the overall effect on affective domain in level differentiated English classes. The procedure of meta-analysis consists of literature search with criteria for inclusion as well as data analysis including data coding and cleaning. After heterogeneity tests, random-effect model, subgroup analyses, and publication bias are conducted using Comprehensive Meta-Analysis software. Moderators used for subgroup analyses were; affective domains, schools, grades, and teaching methods and periods of level differentiated English classes. The results indicate that affective domain in level differentiated English classes had an overall mean effect size (d = 0.33) showing lower effect size than in cognitive domain (d = 0.74). More specific findings of meta-analysis are as follows: First, grouping factors based on affective domain had medium effects in confidence (d = 0.68), interest (d = 0.57) and participation (d = 0.51). Second, according to grade and to students in elementary school through university, the effects were larger with higher grade elementary school students and high school freshmen students. Third, among teaching methods, affective domain showed a large effect in extra supplementary classes. Lastly, the pedagogical implication and suggestions were further discussed.
-
메타 분석을 통한 수준별 영어 수업의 효과 크기 분석: 언어의 네 가지 기능을 중심으로
박옥희(Park, OkHee),윤지여(Yun, Jiyeo) 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.4
Many studies have reported on the effects of level differentiated English classes, but the results are inconclusive. This study aims to investigate the overall effect of four skills in level differentiated English classes. The research is based on 11 primary studies that have been published in Korea from 2003 to 2017. The results indicate that level differentiated English classes had an overall high effect size (𝑑 ̅= 0.74). More specific findings of meta-analysis are as follows. First, grouping (𝑑 ̅ = 0.97). Second, applying level differentiated English classes to students in elementary school, middle school, high school and university, the effects are positive with the exception of middle school students. Third, based on language skills, it is effective for improving listening (𝑑 ̅ = 0.88), reading (𝑑 ̅ = 0.87), and speaking (𝑑 ̅ = 0.85). Fourth, when considering how to group students according to ability, grouping by pre-evaluation ( 𝑑 ̅ = 0.98) is more effective than relying on the students’ achievements in previous term (𝑑 ̅ = 0.68). The pedagogical implications and suggestions are further discussed.
-
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
