Developing an ADDIE model based instructional model for English teachers of early childhood classroom in Bangladesh = 방글라데시의 영어 유아교사를 위한 ADDIE 모형 기반 교수모형 개발

국문 초록 (Abstract)

본 연구의 목적은 ADDIE 모형의 각 단계인 분석(analysis), 설계(design), 개발(development), 실행(implementation), 평가(evaluation) 단계에 기초한 방글라데시의 유아 영어교를 위한 교수설계 모형’을 개발하는 데 있다. 이를 위해 본 연구는 다음과 같이 5단계를 통해 ADDIE 모형을 검증하고자 했다. 5가지 단계는 선행연구 분석, 교수설계모형 개발, 1차 델파이 조사, 2차 델파이 조사, 1,2차 델파이 조사를 통한 모형 검증으로 이루어 졌다.
각 단계를 자세히 살펴보면 다음과 같다. 1단계에서는 선행 연구 분석을 통해 서 교수설계 모형 도출을 위한 세부요소를 검토하고자 했다. 이를 통해 2단계에서 ADDIE 모형을 기반한 유아영어 교사를 위한 교수설계 모형을 개발했다. 3단계와 4단계는 1,2차 전문가 검토를 통해 전문가의 의견을 수렴하고자 했다. 마지막 5단계에서는 총 2차에 걸친 델파이 조사를 통해 합의된 교수설계모형 요소를 기반한 ADDIE모형 기반 방글라데시의 유아 영어교사를 위한 교수설계 모형이 개발되었다.
본 연구에서 개발된 ‘ADDIE 모형 기반 방글라데시 유아영어교사를 위한 교수 모형’은 ADDIE 의 각 단계에 따라 교수∙학습
활동요소를 세부적으로 제공하는 모형이 될 수 있으며, 영어교육을 위한 이론적 기반이 될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

The core purpose of the study is to develop and validate an ADDIE model based instructional model for English teachers of early childhood classroom in Bangladesh. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation.
After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. In this regard it is to mention that for each case, a conceptual model and a procedural model are developed. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V.
Next, the study reported both the qualitative and quantitative data collected through Delphi technique accordingly. Also the study describes the final version of the ADDIE model based instructional model for English teachers of early childhood classroom in Bangladesh. In respect with each phases of ADDIE, the instructional model has four parts to elaborate. Those are 1) key points that are representative of each phases of ADDIE, 2) instructors’ activities prescribed for the instructors, 3) supporting strategies those hold further condition and suggestion to carry out the instructional activities, and 4) outcome of each phase.
At the end, based on the findings, the study provides some recommendations for instructors and practitioners on choosing the instructional model. In addition, the study also acknowledges its limitations along with pointing out the areas that welcome further research.

목차 (Table of Contents)

• I. Introduction 1
• 1. Background of the Study 1
• 2. Statement of the Problem 3
• 3. Purpose of the Study 4
• 4. Research Questions 5
• 5. Definition of Terms 5
• II. Literature Review 8
• 1. English at Early Childhood Classroom in Bangladesh 8
• 2. Pedagogy in Practice 13
• 3. Concepts of Instructional Design and Model 19
• III. Methods 33
• 1. Scope of this Study and Applied Methods 33
• 2. Participants 35
• 3. Instruments 36
• 4. Data Analysis 38
• 5. Procedure 39
• Phase I: Existing Methods and Instructional Strategy Review 42
• 1. Purpose of Phase I 42
• 2. Participant(s) 42
• 3. Procedures of Phase I 42
• Phase II: Instructional Model Development 44
• 1. Purpose of Phase II 44
• 2. Participants 44
• 3. Procedures of Phase II 44
• 4. Outcome of Phase II: 1st version of Instructional Model 48
• Phase III: Delphi 1st Round 49
• 1. Purpose of Phase III 49
• 2. Participants 49
• 3. Instrument 50
• 4. Procedures of Phase III 50
• 5. Validation of the 1st Version of Instructional Model 53
• Phase IV: Delphi 2nd Round 54
• 1. Purpose of Phase IV 54
• 2. Participants 54
• 3. Instrument 55
• 4. Procedures of Phase IV 55
• Phase V: Model Validation by the Experts 59
• 1. Purpose of Phase V 59
• 2. Participants 59
• 3. Procedures of Phase V 60
• IV. Results 61
• 1. 1st Version of Instructional Model 61
• 2. Results of Delphi 1st Round 66
• 3. 2nd version of Instructional Model 69
• 4. Results of Delphi 2nd Round 76
• 5. Final Version of Instructional Model 78
• 6. Validation of the Final Instructional Model 86
• V. Discussions 89
• 1. Discussion 89
• 2. Recommendations 90
• 3. Limitations 91
• 4. Recommendations for Further Research 92
• References 94
• Appendices 103
• Abstract 124