e-Learning기반 초등 영어 수준별 과제 구성의 적용 및 효과

The application of differentiated e-learning tasks to elementary school English learning and its effects

  The purpose of this study was to help the learners develop positive attitudes and involve them in learning tasks more actively by applying leveldifferentiated tasks based on e-Learning in their English classes. Two homogeneous classes were selected out of the fifth-grade children (experimental group and comparison group) in order to see the effects of the differentiated e-Learning tasks on affective and cognitive elements. The experimental group performed level-differentiated tasks based on e-Learning while the comparison group did single-level tasks based on the textbook. The language complexity and task complexity as well as task condition were taken into account when the level of tasks was determined. The affective effects on English learning were examined by the comparison of two questionnaires (pre/post), self-evaluation of the tasks and the analysis of teacher’s interviews with students’ reports. The cognitive effects were determined by the pre/post comparison of test scores. The study found that using level-differentiated tasks had positive influences on the learners’ affective and cognitive domain. The positive effects are largely derived from students’ better accessibility to their level of contents and the positive experience in learning English.