조기 영어몰입수업에서 업테이크와 지연된 학업성취도와의 상호관계성 연구

The effects of uptake on delayed academic achievement in early English Immersion classrooms

This study aims to examine the effects of uptake on academic achievement via delayed post-tests in primary English immersion education when counterbalanced feedbacks are used. Specifically, this study investigates the effects of learners’ successful uptake production on their use of language and academic achievement put into long-terms memory. For this purpose, 6 classrooms, consisting of grades 1 and 2, 3 classes for each grade, were taken as a research sample: 102 students in total and 6 native teachers in charge of each class at M Elementary School, which currently runs English immersion education in Seoul. Three different types of interactive feedback were then applied for the sake of studying their validity in effective language use for different instructional classroom settings, different types of learners, and different types of linguistic targets: recasts, prompts, and explicit correction. The results of this study show an average of 80 points in the delayed post-test examining the effects of students’ uptake on written evaluation: an indication of academic achievement in subject matters working successfully in the immersion classroom. Consequently, uptake is produced in immediate speech as already repaired in linguistic forms to be very effective for students to be able to use English language and gain academic achievement.