This study examines the effects of interactive read-alouds of English picure-books (IREP) on three affective factors related to elementary school students’ English language learning: interest in the class, attitudes toward English learning, and thought/attitudes toward cultural, racial or physical/mental diversities and differences. Sixteen elementary school students participated in an eight-week-long English program developed on the basis of the IREP method. In the execuation of the program, two were particularly emphasized: read-aloud with multisensory techniques and interactions between the reader and students. A survey data collection method was used. The survey consisted of 18 Likert-scale items and three open-ended questions. From the analysis of the collected data, the study found that the IREP-method-based program was successful at increasing the participants’ interest in English learning, changing their attitudes toward English learning in a more positive direction, boosting their confidence in English, and helping them have more positive thought and attitudes toward diversities or differences.
1. 서론
2. 선행연구
3. 연구 방법
4. 자료 분석 결과와 논의
5. 결론
인용문헌