자기주도학습능력 계발을 위한 초등 영어 읽기·쓰기 교수·학습 모형 개발 및 적용

The development and application of an English reading and writing instructional model for improving elementary students’ self-directed learning ability

The present study aims to develop and apply an English reading and writing instructional model for improving elementary school students’ self-directed learning ability. An instructional model, in which learning contracts and language learning strategies are used, was developed and applied to 104 sixth grade students in an elementary school over a period of 7 months. In order to verify the effect of the instruction, a self-directed learning ability test and an English reading and writing ability test were conducted before and after the application of the model. In addition, a qualitative analysis from the students’ learning contracts, reflection journal and interview data was carried out. The results of the study were as follows. First, the application of the reading and writing instructional model showed statistically significant differences in the students’ self-directed learning ability. By grouping the students into upper, middle and lower levels of reading and writing, the statistics showed significant results in all levels. By grouping the students into three levels according to their effort to finish their learning contract, the statistics showed significant results in upper and middle levels. Second, the application of the model showed a statistically significant difference in the students’ reading and writing abilities. Finally, through the qualitative analysis of the students’ responses, it was found that initially it was very difficult for students to learn English in a self-directed way, but as students became familiar with the process over time, their confidence, willingness to learn, interest and achievement of English were enhanced.