초등 영어에서의 퀴즐렛 기반 자기주도 학습과 교사 주도 수업의 단어·연어 학습 효과 비교

This study investigates the effectiveness of Quizlet-based self-directed learning versus teacher-led digital flashcard instruction in South Korean elementary English education. A 13-week experiment was conducted with two fifth-grade classes focusing on vocabulary acquisition, collocation learning, and affective responses. Both groups studied the same content, but differed in delivery and autonomy. Pre- and post-test results showed significant gains in both groups. No significant difference was found in vocabulary acquisition, suggesting that the shared instructional structure may have outweighed the effect of the tool itself. However, in receptive collocation knowledge, the control group (i.e., the group that received teacher-led instruction using PPT-based materials) demonstrated significantly greater improvement, underscoring the role of teacher-led explanation in context-dependent learning. On the affective side, the Quizlet group showed higher levels of interest and motivation, highlighting the benefits of digital autonomy and repetition. These affective gains imply the potential of well-designed ed-tech tools to foster engagement and learning persistence among young learners. Overall, these findings suggest instructional success depends more on tool implementation than the tools themselves, and a balanced mix of teacher guidance and learner-driven digital elements may best support young learners' cognitive and affective development.