내용통합 영어교육에서 주지교과와 기능교과 통합효과의 메타분석

The purpose of this study is to explore the effects of integrated content and English education. It will compare the average effects of knowledge-based subjects (Math, Science and Social studies) and skill-based subjects (Music, Fine Arts, Physical Education and Practical Arts). To this end, this study collected 33 studies done in Korean elementary school setting satisfying the meta-analysis criteria such as studies being quantitative, experimental, having cognitive and/or affective statistical results after searching such key words of "immersion", "content-based", "CUL" and "CBI" on the accessible databases such as RISS and Google Scholar. The 33 studies consist of 16 studies of knowledge-based subjects and 17 studies of skill-based subjects. These two domains of studies are averaged out in their effects and compared against each other in the areas of overall effects, different grade groups, cognitive and affective effects and the effects of their sub-domains. The results of this study are as follows: 1) Content-based learning is effective in both skill-based subjects and knowledge-based subjects. However, when comparing these two strands of subjects for their cognitive effects, the mean effect sizes of lower grade groups are bigger in skill-based subjects than in knowledge-based subjects, but for the effect sizes of higher grade groups, the mean effect sizes tum out to be the other way around. 2) When comparing the two strands of subjects for their affective effects, the overall mean effect sizes of skill-based subjects are bigger than knowledge-based subjects. 3) The distribution of effect sizes is much wider for knowledge-based subjects than for skill-based subjects, which calls for attention to the potential English gaps among participating students caused by the integration of knowledge-based subject and English.