스토리텔링을 활용한 수업이 초등학생의 영어 말하기 능력에 미치는 영향 = The Effects of Storytelling-based English Classes on Elementary School Students` English Speaking Skills

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of storytelling-based classes on elementary school students’ English speaking skills. Fifteen fifth and sixth grade students participated the storytelling- based classes as after-school activities at an elementary school in Pusan. The participants were given the Level Up ESPT Junior Level 2 as pre-test. The Grammar-Translation activities were used to increase vocabulary, listening skills, and reading skills before the storytelling-based classes. Each storytelling-based class consisted of nine stories and four periods for each story (36 periods) which were designed on the basis of double move on teaching, whole language approach, the episode hypothesis, and the process of speaking (PPP: presentation, practice, production). Following the ten week program the fifteen participants were given the Level Up ESPT Junior Level 2 again as post-test. A statistical analysis was performed using the SPSS 21.0 program. Interclass Correlation Coefficient, Wilcoxon Sign Ranks Test, t-test, mean score and standard deviation were used for data analysis. The post-ESPT result in comparison with the pre-ESPT showed that the students had improved their speaking skills by 11.4% (Comprehension 0%, Accuracy 15.2%, Fluency 7.8%, Pronunciation 5.3%). This result indicates that storytelling-based English classes are quite effective in improving elementary school students’ speaking skills. On the basis of this result it is suggested that a wider implementation of storytelling-based English instruction. It is also suggested that various teaching materials should be developed in terms of storytelling and ongoing efforts should be made to work on the teaching-learning methods.

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