초 · 중등학교의 EBSe 방과후 영어 프로그램의 운영 및 활용 형태 연구

A study on the implementation of EBSe After- school Program at elementary and middle schools

The purpose of this study is to explore the ways in which EBSe After-School Program has been implemented at elementary and middle schools on nationwide scale as part of public education revitalization. It also investigates whether the blended learning system provided by the EBSe program is effectively utilized at school. A questionnaire survey was conducted to investigate teachers' applications of the EBSe program. 59 participants took part in the survey that covers areas on employee types of teachers, teaching materials, target language functions, types of language used in the classroom, types of classroom activities. and the use of E-class and web-based speaking/writing activities. As a result, full-time and in-service teachers were much more involved in the EBSe program at both elementary and middle schools. Whereas the basic teaching form, the combination of written materials and online video clips provided by the EBSe program, were actively used in elementary school, the re-constructing teaching form which is the mixed use of the EBSe materials and other contents at the discretion of the teachers were mostly used in middle school. E-class and web-based blended learning were not frequently used in both groups. Some political and pedagogical implications were The purpose of this study is to explore the ways in which EBSe After-School Program has been implemented at elementary and middle schools on nationwide scale as part of public education revitalization. It also investigates whether the blended learning system provided by the EBSe program is effectively utilized at school. A questionnaire survey was conducted to investigate teachers' applications of the EBSe program. 59 participants took part in the survey that covers areas on employee types of teachers, teaching materials, target language functions, types of language used in the classroom, types of classroom activities. and the use of E-class and web-based speaking/writing activities. As a result, full-time and in-service teachers were much more involved in the EBSe program at both elementary and middle schools. Whereas the basic teaching form, the combination of written materials and online video clips provided by the EBSe program, were actively used in elementary school, the re-constructing teaching form which is the mixed use of the EBSe materials and other contents at the discretion of the teachers were mostly used in middle school. E-class and web-based blended learning were not frequently used in both groups. Some political and pedagogical implications were addressed for the effective use ofthe EBSe program.