학습일지를 활용한 자기평가 방법이 초등학생의 자기 주도적 학습태도와 영어 어휘습득에 미치는 영향 = Effect of Self-assessment Using Learning Journals on Self-directed Attitudes towards Learning and English Vocabulary Acquisition for Elementary School Students

다국어 초록 (Multilingual Abstract)

Effects of Self-assessment Using Learning Journals on Self-directed Attitudes towards Learning and English Vocabulary Acquisition for Elementary School Students

Lee, Ju-young

Educational Psychology and Educational Evaluation Major
Graduate school of Education, Kyungpook National University
Daegu, Korea
(Supervised by Professor Sohn, Wonsook)


(Abstract)
With the recent emphasis on learner-centered teaching, learners' engagement in assessment has drawn much attention. An array of alternative assessment methods have emerged so that learners can take the initiative and autonomy in the course of learning and assessment, where the importance of performance assessment is stressed. Among others, there is a growing interest in self-assessment as an easy option to assess learners in every aspect of performance. In this context, it is necessary to investigate whether self-assessment serves for a viable alternative inducing engagement from learners and assessing their cognitive and affective aspects in school education.
Learning journals are part of the descriptive self-assessment where learners' cognitive and affective aspects are assessed by having them write about what they experience and feel in the course of learning. Extensive literature on learning journals mentioned learning journals helped improve self-directed attitudes. In contrast, this study was intended to examine how learning journals would influence self-directed attitudes among different subjects. Vocabulary is considered important in Korea as an EFL environment where students learn English as a foreign language. Yet, systematic methods for vocabulary learning and assessment are hard to find. Thus, the present study focused on how keeping learning journals for self-assessment would affect English vocabulary acquisition in different subjects. Specifically, this study shed light on the effectiveness of learning journals in view of several variables, i. e. gender, grade and interest in English.
The following questions were raised for this study:
1. How does the experiment group engaging in self-assessment using learning journals differ from the control group in their self-directed attitudes towards learning?
1-1. How do the two groups differ in line with grade?
1-2. How do the two groups differ in line with gender?
1-3. How do the two groups differ in line with interest in English?
2. How does the experiment group engaging in self-assessment using learning journals differ from the control group in terms of English vocabulary acquisition?
2-1. How do the two groups differ in line with grade?
2-2. How do the two groups differ in line with gender?
2-3. How do the two groups differ in line with interest in English?
Subjects were two after-school English classes of third and fifth graders in G Elementary School. 11 and 10 third-graders were assigned to experiment and control groups, respectively, with 15 and 14 fifth-graders assigned to each. The experiment was performed for 12 weeks from mid October to late December in 2013 with a pre-post control group design. Upon completion of the experiment, both groups underwent post-tests, whilst the experiment group was subject to a post questionnaire survey. SPSS 18.0 was used for t-test, ANCOVA and frequency analysis.
The results are as belows:
First, the experiment group keeping learning journals improved in self-directed attitudes towards learning in contrast to the control group whose subjects did not keep learning journals.
Second, the experiment group keeping learning journals improved in vocabulary acquisition compared with the control group.
Third, those who kept learning journals had positive ideas about learning journals.
Taken together, the present findings provide the following implications:
First, learning journals are likely to serve as an assessment method encouraging self-directed learning attitudes required in the learner-centered teaching recently emphasized.
Second, vocabulary testing with a learning journal is effective for improving learners' vocabulary capacity and their attitudes towards vocabulary learning. Also, teachers' diverse feedback on learning journals may serve as highly applicable assessment materials for learners.
Third, keeping learning journals led to no difference in self-directed attitudes and vocabulary acquisition in line with personal characteristics such as grade, gender and interest, which indicates that learning journals can be applied effectively independent of gaps between learner groups.

Key Words: Self-assessment, Learning journal, Self-directed attitude towards learning, English vocabulary acquisition

목차 (Table of Contents)

• Ⅰ.서론 1
• 1.연구의 필요성 및 목적 1
• 2.연구문제 6
• 3.용어의 정의 7
• Ⅱ.이론적 배경 9
• 1.자기평가 9
• 2.학습일지 14
• 3.자기 주도적 학습태도 17
• 4.영어어휘습득 19
• Ⅲ.연구방법 23
• 1.연구대상 23
• 2.실험설계 및 절차 23
• 3.측정 도구 24
• 4.수업 설계 29
• 5.자료 분석 31
• Ⅳ.연구결과 32
• 1.집단 간 사전 동질성 검사 32
• 2.학습일지 작성이 자기 주도적 학습태도에 미치는 영향 33
• 3.학습일지 작성이 영어 어휘 습득에 미치는 영향 43
• 4.학습일지 쓰기 사후 설문 47
• Ⅴ.결론 52
• 1.요약 및 논의 52
• 2.제언점 및 제언 56
• 참고문헌 58
• Abstract 66
• <부록 Ⅰ>영어 어휘 사전 검사지 70
• <부록 Ⅱ>영어 어휘 사후 검사지 72
• <부록 Ⅲ>자기 주도적 학습태도 검사지 74
• <부록 Ⅳ>학습일지 사후 설문지 77
• <부록 Ⅴ>학습일지 78
• <부록 Ⅵ 어휘 퀴즈 예시 80
• <부록 Ⅶ>수업 예시 지도안 81