아날로그적 환경에서의 자기주도적 영어 읽기ㆍ쓰기 학습 프로그램 적용에 관한 연구

A study of implementation of self-directed learning for English reading and writing in an analogue environment

The purpose of this study is to examine whether self-directed learning for English reading and writing can be possible in an analogue environment where children’s books are used without any use of technological devices. 15 fifth and sixth graders in S elementary school in Seoul participated in the 9 week of the Self-Access English Reading and Writing (SARW) program. Three research questions have been set to investigate for the study: (1) How can the SARW program be designed? (2) After the experience of SARW, is there any change in the students’ self-directed learning readiness? (3) How do the students perceive and think about this self-directed English learning? From the analysis of data including the self-directed learning readiness pre- and post-tests, reflection writings, artifacts and field notes, the results of this study are as follows. First, most of the students had shown positive perceptions and attitude toward the self-directed learning. On the other hand, they revealed about some difficulties with the self-directed learning. Second, although there was no significant change in the self-directed learning readiness after the 9 week treatment, about 71% of the students showed its increase in varying degrees. The findings of the study suggest that self-directed learning may be a useful addition to students’ English reading and writing development in various relationships with classroom-based learning.