초등학생의 영어성취도에 미치는 개인 및 학교 특성 변인의 효과 탐색

An investigation of the effects of both individual and school characteristics on elementary school students’ English achievement

This study investigated both individual and school characteristics that were associated with elementary school students’ English achievement. The Seoul Education Longitudinal Study of 2010 data were used for this study. A two level hierarchical linear model (HLM) was constructed for the 4th and 5th graders respectively to analyze the effects of various individual and school contextual characteristics on their English achievement. This study shows that for both 4th and 5th graders, variables such as gender, attentiveness during the class, hours spent on learning at private institutions (lessons), and family monthly income were positively associated with their English achievement scores. However, the effects of other variables used for 4th grade model were different from those of 5th graders. First, students’ perceived parental support was positively associated with the 4th graders’ achievement scores, but not with that of the 5th graders. Second, experience with English native speakers was positively associated with the 5th graders’ achievement but not with the 4th graders. Third, while independent study hours were positively associated with the 5th graders’ achievement scores, they were not statistically significantly associated with the 4th graders’ achievement scores. These findings suggest that a more structured learning environment may be more beneficial for the 4th graders’ achievement outcomes.