초등영어 학습부진학생 지도에서 정의적 영역에 대한 효과 분석

The effects of English language instruction for underachievers in elementary school on the affective domain

The COVID-19 pandemic has exacerbated learning gaps and academic disparities among students, highlighting the importance of the affective domain. Consequently, there is a growing need for guidance in English learning tailored to underachieving students, taking the affective domain into consideration. This study aimed to investigate the effectiveness of guidance for underachieving elementary English learners, the impact on their affective domain, and various instructional methods. A meta-analysis of 31 studies was conducted, analyzing overall effects, affective domain outcomes, moderator effects, and independent variable effects. The results showed a substantial average effect size of .95 for guidance on underachieving students in the affective domain. Phonics instruction demonstrated the most significant impact, particularly in the self-confidence, interest, and participation area, while showed moderate effects in the anxiety area. Examining moderator variables revealed that phonics instruction, individualized guidance with minimal group size, and an extended treatment period were most effective. Based on these findings, there is a call for systematic and diverse programs for underachieving English learners, emphasizing the enhancement of the affective domain.