위탁형 대안학교 고등학생의 영어 수업에서의 정의적 요인 및 영어 능력 변화에 관한 사례연구

A case study on commissioned alternative high school students’ changes of affective factors and English proficiency in English class

This case study examined three high school students’ English learning experiences over five months in a commissioned alternative school in Incheon in terms of the changes in affective factors (i. e., self-esteem, anxiety, learning motivation, and attitude) and English proficiency. The research data were mainly collected by pre- and post-questionnaires and in-depth interviews with students and teachers, which were further triangulated with data from school records, student journals, and classroom observation. Overall, the three students showed positive changes in affective factors with some individual variation. Their self-esteem increased and facilitative anxiety was formed while their debilitative anxiety was reduced. The students also showed increase in various types of motivation. This seems to be closely related to their positive attitude to English classes which was formed by level-appropriate, student-centered lessons in the commissoned alternative school. Theses change in the students’ affective factors did not lead to much increase in their English performance assessment. However, the students reported substantial improvement in various aspects of English proficiency. These findings suggest that commissioned schools could be facilitative to English learning for underachievers by providing level-appropriate and learner-centered English classes.