더빙 앱 학습활동이 초등 4학년의 영어 말하기 요소 및 정의적 영역에 미치는 영향

n analysis of video dubbing effects on speaking elements of English and affective areas of 4th grade elementary English learners

The purpose of this study was to analyze video dubbing effects on speaking elements of English and affective areas of 4th grade elementary English learners. Twenty students participated in the activity of dubbing five videoclips selected from a dubbing application called 2DUB. The conclusions are as follows. First, learning by video dubbing had a positive effect on the improvement of pronunciation and suprasegmental phonemes required for the speaking ability, because significant improvements were found in all areas of pronunciation, stress, rhythm, and intonation. In particular, it could be a more effective learning method for students of low to intermediate ability than for those of higher ability. It also had a positive effect on both male and female students in improving pronunciation and rhythm. Second, it had a positive effect on interest and anxiety among the affective areas. In particular, male students showed a significant reduction in anxiety which means learning by video dubbing can not only be an effective way to induce interest in learning English but can also be usefully used to lower male students’ anxiety toward learning English. Based on these conclusions, important implications and suggestions were included.