학교 영어수업에 대한 초등학생의 인식과 기대 : 영어수업 만족도에 미치는 영향 탐색 중심으로

권서경(Suh Keong Kwon),김성혜(Sung Hye Kim) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.11

본 연구에서는 학교 영어수업에 대한 초등학생들의 인식과 기대에 대해 알아보기 위해 대규모 전국단위 설문조사를 실시한 결과를 제시하였다. 설문조사는 무작위표본추출 방식을 통해 표집된 전국 300개 초등학교 3∼6학년 초등학생 4,689명을 대상으로 온라인으로 실시되었고 학생들은 현재의 학교 영어 수업에 대한 전반적인 만족도, 영어 학습에 대한 자신감, 흥미, 영어 기능별 선호도, 그리고 학교 영어 수업에서 제공되는 다양한 프로그램 및 인프라에 대한 선호도에 대해 응답하였다. 응답 결과는 전체 학생의 결과를 비롯하여 성별, 학년, 그리고 사교육 경험 유무에 따라 구분하여 분석하였고 각 변인 간의 차이가 있는지도 함께 분석하였다. 분석결과, 학생들은 전반적으로 현재 학교 영어수업에 만족하고 있었는데 여학생이 남학생보다 만족도가 높았고 학년이 높아질수록 만족도가 하락하고 있었으며 사교육 경험이 있는 학생들이 그렇지 않은 학생들보다 수업 만족도가 낮았다. 또한 학생들은 주로 영어 쓰기 기능에 자신이 없는 반면 듣기와 말하기에는 비교적 높은 자신감을 보였다. 이런 현상은 성별의 유의미한 영향을 받지 않았고 학년과 사교육 경험에 따라 유의미한 차이를 보였다. 요인분석을 통해 추출된 요인들을 바탕으로 다중회귀분석을 실시한 결과 학생들의 정의적인 측면의 내재적 요인이 교내 인프라나 교수학습 프로그램과 같은 외부 요인보다 학교 영어수업 만족도를 크게 높여주는 것을 확인하였다. 제시된 연구결과를 바탕으로 향후 학교 영어교육 내실화를 추진하기 위한 정책적 시사점을 제시하였다. Since English subject was first introduced to the elementary school curriculum in 1998, series of teaching and learning policies followed by relevant studies has been applied to the classrooms. However, a number of problems and issues still exist, particularly in terms of the achievement gap among students, difficulty levels, or ways to teach four skills. This study conducted a survey on 4,689 elementary schools students in grade 3 to 6 from 300 schools nationwide and investigated their perceptions towards the English lessons and learning experiences. Specifically, we focused on identifying the degree of satisfaction on English classrooms, their affective domain towards learning English, and perceptions on various English learning programs run at schools. The responses to these questions were analysed to compare differences by gender, grades, and private cram schools experience. Findings showed that elementary school students were generally satisfied with the public English education, but this varied by their gender, grade, and private cram school experience. Students also reported that writing is the least confident skill while listening and speaking are the most confident skills. These differences in level of confidence on each skill were significantly affected by the grades and private cram school experience, but not by gender. Findings of factor analysis showed that students’ affective domain factor had a stronger positive effect on their satisfaction level more than extrinsic factors.

대학수학능력시험 영어영역 읽기 문항 난이도 요인 탐색

권서경(Suh Keong Kwon),신동광(Dongkwang Shin) 한국영어교과교육학회 2022 영어교과교육 Vol.21 No.2

This study investigates factors that affect the difficulty levels of CSAT English reading items. For this, 56 English reading items from two recent CSAT tests, those administered in 2021 and 2022, were carefully examined to identify what elements of the reading stimuli had significant effects on the item difficulty. For data analysis, correct answer rates for each item were used to examine the extent to which different item-related variables, both quantitative and qualitative, might be associated with the difficulty of the items. The findings show that the reading items from the 2022 test were significantly more difficult than those from the 2021 test. When specific elements of the reading items of both tests were examined, it was found that the reduced number of EBS-linkage items was one of the main causes of the drop in the correct answer rates on the 2022 test. Furthermore, multiple regression models show that higher Gunning-Fog-Index readability level and logical connectives use ratio in the reading stimuli are predicted to increase the item difficulty. The present paper concludes by presenting a model that predicts the difficulty levels of CSAT reading items, which consist of a number of different variables.

전국 중·고등학교 영어듣기평가 시행에 대한 학교 현장의 인식과 실태

권서경(Kwon, Suh Keong) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.3

This paper explores how students and teachers in secondary schools in Korea perceive the National English Listening Test (NELT), which is administered twice a year nationally. A total of 263 students and 537 teachers participated in a survey, and the responses were analyzed to examine the degree to which perceptions might vary by the level (middle and high school), and size (small-medium-large) of the schools. The findings showed that most stakeholders generally have positive perceptions towards the NELT, but teachers and students have slightly different preferences toward a few elements of the test item and listening prompts. It was also found that most schools administer the test simultaneously and include the results as part of the students’ English performance scores. However, high schools and larger sized schools tend to rely less on this test compared to middle schools and smaller sized schools. This paper concludes by asserting the need for policy reforms to compensate for the drawbacks of the NELT in terms of test development and administration.

Using Eye-tracking in L2 Research: Friend or Foe?

권서경(Suh Keong Kwon) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.3

Eye-tracking, an innovative research method that measures the movements of the eyes, has recently gained much attention in the areas of second language learning and assessment. The advantage of using eye-tracking is that it provides a direct measure of cognitive processes in a natural condition. The present paper provides a systematic review of what eye-tracking is, both in theory and practice, how it works from preparation to interpretation of the results, and what strengths and weaknesses it possesses. For this, an existing eye-tracking study has been used as a sample to demonstrate what needs to be considered in the stages of data collection, data analysis, and interpretation. The present paper also provides some empirical data and findings from the sample study as examples to demonstrate how the eye-movement data are computed and analyzed to explain a participant’s viewing behavior. By introducing different types of eye-movement data, the paper illustrates how different measures and forms of eye-movements provide discrete meanings to explain participants’ cognitive processes. This study concludes by providing a few practical suggestions to improve the validity of eye-tracking studies for effective uses of the method.

영어 학습부진 발생 원인과 과정 탐색을 위한 종단 연구

권서경(Kwon,Suh Keong),김태은(Kim,Tae Eun) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3

The purpose of this four-year longitudinal study is to investigate the main factors and processes of becoming an English underachiever. For this, a total of six participants were involved in case studies that used classroom observation, interviews, and basic English skills test as data collection methods. The five students in different grades were continuously investigated to look at the processes of learning English from both cognitive and affective perspectives. Findings of the case study showed that most participants began to face difficulty in learning English from basic reading skills, particularly in understanding English phonics. Also, four participants had negative perceptions and attitudes towards learning mainly because they feared making errors or mistakes. Lastly, some of the participants ended up withdrawing from learning English at an early stage and refused to participate in classroom activities. Based on these case study findings, the present paper identified three key factors that cause underachievement in English and how it becomes intensified over time. This paper concludes by asserting a number of implications and suggestions to prevent these problems to educational bodies and schools.

생성형 인공지능 ChatGPT의 영어 독해 문항 풀이 능력 탐색

권서경(Suh-Keong Kwon),이영태(Young Tae Lee) 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.2

중학생을 위한 모바일 기반 영어 말하기 학습 프로그램 적용사례연구

윤지환,김소연,권서경,Yun. Jeehwan,Kim. Soyen,Kwon. Suh keong 팬코리아영어교육학회(구 영남영어교육학회) 2015 영어교육연구 Vol.27 No.2

This study aims to explore the use of the mobile-based English speaking application, Speaking English Jr. by Korean middle school teachers and students. A total of 510 students and 17 teachers from 15 middle schools in both rural and urban areas participated in this study. Data from two student surveys and student logs from the Learning Management System (LMS) were collected and quantitatively analyzed by using descriptive statistics and ANOVAs. The results indicate that although students in both areas like mobile phones (68.2%) and are proficient in using their functions (64.3%), few used their phones for education (6.8%). Most of their phone time was spent in messaging (62.1%), interacting with SNS (59.6%) and playing games (46.6%). In particular, 62% of the students in rural areas responded that they did not receive any educational assistant in studying English after school. However, after using the English speaking application program, the confidence level of these students in learning English significantly increased. The implications of the study suggest bridging the English achievement gap between students in rural and urban areas with assistance from the free educational application programs that have been developed based on the national curriculum for Korean students.

초등영어학습 부진 양상 및 기초 문자 언어 지도 방안 탐색을 위한 실행연구

김도영(Do-Young Kim),권서경(Suh Keong Kwon) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.2

This action research aimed to investigate the challenges faced by underachieving English learners in elementary schools and to demonstrate the effectiveness and necessity of phonics in English reading instructions. The study provides case studies of two fifth-grade students who struggled with English learning and had low motivation. Data collection was conducted through 24 instructional sessions involving teaching phonics and sight words. Data from semi-structured interviews and classroom observations were collected inductively based on grounded theory. The findings showed that students faced difficulties in identifying alphabet letters and understanding phonics. These challenges led to a negative perception of learning English, further intensifying their learning difficulties. However, improvements in either the cognitive or affective aspects of learning led to a complementary relationship. This paper concludes by summarizing the two cases and asserting the need for early diagnosis of fundamental reading skills and individualized intensive guidance to teach underachieving students. In addition, continuous observation of the learning process and increasing students' interest and confidence to lower the affective filter are needed. This paper emphasizes the importance of teaching and learning strategies, as well as the roles of teachers and other surrounding environments of students in preventing the proliferation of underachievers in elementary English classes.

초등학교 영어 기초학력 지도 프로그램 운영에 대한 현장 교사의 인식과 실태 탐색

김성혜(Sung Hye Kim),권서경(Suh Keong Kwon) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.2

This study explored teachers’ perceptions of the operation of elementary school basic English programs. Basic English programs have been implemented as an important component of the elementary English enhancement policy. This study investigated the teachers’ satisfaction level and the effectiveness of the basic English programs to understand the current situation and evaluate the effectiveness of the policy. The findings showed that teachers mainly utilized the “system for the diagnosis and learning support of basic English ability” when diagnosing students’ English achievement levels. Furthermore, most teachers showed positive perceptions about the level of infrastructure and program operation, but this varied by the size of the region. The effect of basic English programs for improving students’ interest in English and self-directed learning ability was relatively lower in the schools in rural areas than in large cities. Lastly, the majority of teachers demanded support for more teaching and learning materials and program management. This paper concludes by asserting the need for sophisticated support for basic English education at elementary schools, focusing more carefully on the circumstances of the size of the region.

초등 영어교육에 대한 학부모 인식 연구

진경애 ( Kyung Ae Jin ),권서경 ( Suh Keong Kwon ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.3

The purpose of this study is to investigate the parents’ perceptions on elementary school English education and draw some implications for the policies of elementary school English education. A total of 1,666 parents of elementary school students participated in the study. According to the parents, the most problematic issues in the elementary English classrooms are the ability gap among students and the excessive number of students per teacher. In addition, parents did not have positive perceptions with regard to the improvement of their children’s English ability through school education. With this regards, the parents demanded the increment of the number of English classes per week, and more native speaker teachers in classrooms. However, these perceptions of parents on elementary English education differ across regions and types of school, and therefore, cautions are required to interpret them. This study suggests some policies for elementary English education such as increment of differentiated curriculum, two teachers per one English classroom and supporting schools in small towns with more resources and facilities for English education.