그림책 활용 초등영어 수업에서 디지털 리터러시 향상을 통한 문자언어 학습 양상 탐구

This study investigated the aspect of written English learning through developing digital literacy in elementary English lessons using children’s picture books. Three research questions were established: 1) How does the development of digital literacy in picture book-based lessons enhance students’ English learning? 2) What creative methods do students use to reconstruct digital resources? 3) What aspects of reflection and cooperation do students exhibit during digital writing tasks? Qualitative analysis revealed the following. First, students’ English learning improved as they progressed from pattern-based writing to free writing in digital environments, supported by structured scaffolding centered around picture books. During this process, students recognized the limitations of online translators and adopted strategies including comparing their writing with translator outputs and consulting AI chatbots, which led to improved English writing skills. Second, students employed creative methods to reconstruct digital content in various formats such as text, images, and videos, drawing inspiration from picture books and selecting genres appropriate to their communication goals. Third, digital writing tasks promoted reflection and collaboration, with students becoming more independent users of digital technology, developing a positive attitude toward digital writing, and fostering cooperation through peer feedback. Based on the results, several implications and suggestions are provided.