블렌디드 러닝을 활용한 영어 수업의 효과에 관한 연구 : 외국어 학습 소프트웨어 활용을 중심으로

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Effect of Teaching English Using Multimedia for Improving Listening and Reading Skills

Park, Sun-Young
Major in English Education
The Graduate School of Education
Kookmin University

The purpose of this study is to examine the effect of blended learning method via multimedia such as CD-ROM title for improving listening and reading skills of young learners. For these purposes, the relationship between the multimedia and the second acquisition theories should be investigated to search for the ways to find the ways of designing language teaching methodology and the teachers need to select the suitable materials that maximize the teaching process.
Teaching methodology using multimedia has a lot of benefits but also it has limitation so it is required to design blended English learning model to make the lesson effective.
For this study, 24 elementary school students who study in a private English institute were chosen and they were divided into 2 groups after the prior test and questionnaire surveys. The questionnaire surveys consist of three categories like students' interests, self-motivated and satisfaction of using computer software, Rosettastone. They had similar proficiency levels, and their attitude toward English learning and using multimedia was similar, too.
To conduct this experiment Rosettastone computer software was used to be applied to blended learning and individual e-learning. It is a computer software that is based on Dynamic Immersion Method that provides abundant authentic materials so that young learners learn foreign languages like the way of acquiring their first language.
To measure the result of experiment, both groups were taught by two different ways for 5 weeks. The experimental group was taught with the blended learning applications(mixed traditional face-to-face learning and e-learning) that used Rosettastone computer software, while the control group took the courses of CD-ROM title, Rosettastone, during the self-study time individually.
After conducting the experiment both experimental group and the control group were asked to do a survey and tested on vocabulary, listening and speaking skills and evaluated.
Three results of this research are as follows:
First, teaching English by using blended learning method gave the learners affirmative effects in terms of the affective factors.
Even though both groups didn't show the evident effect in learning English through blended learning, the experimental group's gradual improvement in the interest of blended learning using Rosettastone computer software makes it possible to expect the positive results in long-term learning process. But the self-motivated attitude has dropped in both groups. Especially when a progress chart was given to the control group for tracking the scores and the learning process they complained a lot.
Second, teaching English by using blended learning method helped the learners to improve their vocabulary mastery.
The vivid pictures and authentic materials of the CD-ROM title helped the learners to build their vocabulary effectively. The experimental group who played Picture Cards game could get better test results because they could have more chances to speak out the vocabulary and understand the meaning of the words with the teacher's explanation. Doing guessing game, the learners could have time to remind the vocabulary and the learners could hold them in their long-term memory.
Third, teaching English by using blended learning method helped the learners to improve their listening and speaking skills.
The audio-visual provided the learners to be exposed to the target language and gave more chances to use target language. By applying the blended learning method, the learners could pursue learning English without distractive factors such as simple mechanical repetition and the lack of communicational interaction. The activities such as 'completing the dialogue looking at the pictures and picture description' that the experimental group had motivated them to speak freely and it made them fluently.
Using multimedia for teaching English is wide-spread and a lot of courseware is being developed. In addition, Korean government announced that it will move forward with 'SMART Education' plan, that is to encourage the public schools to apply information technology in teaching so as to cultivate men of talent.
Among overflowing softwares, it is necessary for the teachers to select suitable materials that maximize teaching in class. And by designing the blended English learning model teachers can apply the multimedia easily. This will help the learners to improve their English skills effectively.

목차 (Table of Contents)

• 차 례
• Ⅰ. 서론 ........................................................................1
• 1.1. 연구의 필요성과 목적...............................................1
• 1.2. 논문의 구성............................................................5
• 1.3. 연구의 가설............................................................5
• 1.4. 연구의 한계점.........................................................6
• Ⅱ. 문헌 조사..................................................................7
• 2.1. 멀티미디어와 제2 언어 습득......................................7
• 2.1.1. 멀티미디어와 언어 습득........................................7
• 2.1.2. 멀티미디어와 제2 언어 습득 이론..........................10
• 2.2. 멀티미디어를 활용한 영어 교육................................11
• 2.2.1. 멀티미디어를 활용한 수업과 모형..........................11
• 2.2.2. 멀티미디어를 활용한 영어 교육의 효율성과 제한점...15
• 2.3. 블렌디드 러닝(Blended Learning)............................17
• 2.3.1. 블렌디드 러닝의 정의와 필요성.............................17
• 2.3.2. 블렌디드 러닝의 효과와 적용................................19
• 2.4. 선행 연구.............................................................22
• 2.5. 사례: 외국어 학습 소프트웨어 ‘로제타스톤’................25
• 2.5.1. ‘로제타스톤’의 학습 원리와 선정 이유....................25
• Ⅲ. 실험 연구................................................................28
• 3.1. 연구 대상 및 연구 기간...........................................28
• 3.2. 연구 절차 및 내용..................................................30
• 3.2.1. 자료선정 및 연구 도구.........................................30
• 3.2.2. 블렌디드 러닝 활용 실제수업 적용 안.....................31
• 3.2.3. 사전 및 사후 설문...............................................37
• Ⅳ. 실험 결과 및 분석 ....................................................39
• 4.1. 설문지 결과 분석...................................................39
• 4.1.1. 신뢰도 검사.......................................................39
• 4.1.2. 동질성 t검정......................................................40
• 4.1.2.1. 영역별 동질성 t검정........................................40
• 4.1.3. 사전·사후 설문 조사 결과 비교..............................41
• 4.1.3.1. 흥미도 영역 설문조사 결과...............................42
• 4.1.3.2. 자기주도성 영역 설문조사 결과.........................43
• 4.1.3.3. 소프트웨어 사용만족도 영역 설문조사 결과.........45
• 4.2. 사전․사후 평가 분석...............................................46
• 4.2.1. 동질성 검사.......................................................46
• 4.2.1.1. 사전 동질성 검사............................................46
• 4.2.1.2. 영역별 사전 동질성 검사..................................47
• 4.2.2. 집단 간 사전·사후 평가 결과 분석..........................49
• 4.2.2.1. 어휘 영역......................................................49
• 4.2.2.2. 그림묘사 영역................................................51
• 4.2.2.3. 문장완성 영역................................................52
• 4.2.2.4. 문법 영역......................................................54
• Ⅴ. 토론 및 결론 ...........................................................56
• 참고문헌 ...................................................................59
• 영문초록 ....................................................................62
• 부록 ..........................................................................66
• 【부록 1】 사전․사후 설문 조사 .....................................66
• 【부록 2】 사전․사후 설문 조사의 실제 ............................68
• 【부록 3】 사전 평가 실제..............................................70
• 【부록 4】 사후 평가 실제..............................................72
• 【부록 5】 로제타스톤 학습 실제.....................................74
• 【부록 6】 Picture Cards(단어 맞추기 게임).....................75
• 【부록 7】 듣기 수업 활동지의 실제.................................76
• 【부록 8】 듣기 수업 활동지의 실제.................................77
• 【부록 9】 읽기 수업 활동지의 실제.................................78
• 【부록 10】 로제타스톤 진도표 작성의 실제......................79