도식을 활용한 쓰기 활동이 초등학생의 어휘력 습득과 정의적 영역에 미치는 영향

The effects of teaching English writing methods using graphic organizers on vocabulary ability and affective domains in elementary school students

The aim of the present study is to investigate the effects of teaching English writing methods using a graphic organizer on vocabulary ability and affective domains in elementary school classrooms. The study compares students who were taught using the aforementioned technique with a group who were taught using the 7th National English Curriculum. The 60 subjects in the study were from two separate sixth-grade classes in an elementary school in Busan. During the fourteen-week study, tests of word reading and writing ability were given to students who were divided into low, intermediate and advanced groups, according to their pre-test achievement. The results showed that the students in the experimental group showed enhanced word reading acquisition. In particular, the low level group showed a significant statistical difference in reading ability between the first and second test. A significant statistical difference was also observed in interest and confidence among the children of all three competency levels in the experimental group. Thus, the results suggest that teachers should provide balanced opportunities for students to develop reading and writing ability by creating materials using a graphic organizer appropriate to the students' levels.