그림책이 초등학생의 영어 연어 학습에 미치는 영향

The Effects of picture books on primary students’ English collocation learning

This study investigates the impact of picture books on English collocation learning among primary students. Fifty-eight students participated and were divided into three groups: a collocation list, text, and picture book group. Collocation learning was assessed using both post and delayed tests to compare the outcomes across the groups. Additionally, the study examined whether learning outcomes varied depending on the L1-L2 congruency of the collocations. The results indicated that all three groups demonstrated positive effects on collocation learning, with no significant differences between them overall. Interestingly, differences in learning outcomes emerged based on L1-L2 congruency. For congruent collocations, the collocation list group achieved the highest scores on both the post and delayed test. However, a statistically significant difference (p = .004) was observed only in the post-test. In contrast, for incongruent collocations, the picture book group showed higher learning effects compared to the other groups in both the post and delayed test, but only the delayed test result reached statistical significance (p < .001). The study suggests that while picture books may not offer significantly better learning outcomes compared to a collocation list or text, they may be beneficial for the long-term retention of incongruent collocations.