초등 영어 수업 정리 단계에 대한 교사 및 학생들의 인식 및 평가

Teachers’ and students’ perceptions and evaluations of lesson closure in elementary English. English Language Teaching

This study aims to investigate how elementary English teachers perceive lesson closure in their classrooms. It also examines students’ preferences toward lesson closure methods applied in the actual classroom. 100 teachers and 99 students in four different classes participated in the study. All the participants were surveyed, and 6 teachers and 16 students in different levels were interviewed. 24 TEE class sessions which included five different lesson closure methods were conducted. Lesson closure methods include the use of picture cards, relay speaking activities, quizzes/presentations, worksheets, and Korean. The findings show that although most teachers were aware of the importance of the closing stage in a lesson, lesson closures were often neglected in the lesson planning process and skipped in the actual lessons due to the time limit, lack of resources, and teachers’ insufficient motivation. Second, most teachers tend to close their lessons using speaking activities. Third, teachers’ lesson closure using Korean was perceived helpful to increase students’ understanding of the target expressions. Last, many students expressed the importance of the lesson closure stage and preferred quizzes and relay speaking activities for academic and motivational improvement in learning English. Important implications regarding lesson closures in elementary English classrooms are discussed.