DDL(Data-Driven Learning)을 적용한 초등 영어 찬트 수업 효과

Effects of Data-Driven Learning (DDL) in an elementary English chant class.

This study investigates the application of Data-Driven Learning (DDL) in English chant-making lessons for elementary students, focusing on its cognitive and affective effects. Traditional chant lessons often diminish student engagement due to their repetitive nature. To address this, chant-making activities were integrated with DDL, analyzing cognitive aspects such as collocational understanding, lexical diversity, collocation usage, and rhyme, as well as affective outcomes. The study involved 61 fifth-grade students in Jeonbuk, South Korea, who were divided into three groups: hard DDL (using a corpus program), soft DDL (using teacher-provided concordance lines), and non-DDL (using only the textbook). Data were collected through pre- and post-tests and surveys. Quantitative results reveal no statistically significant differences among groups in collocation tests, although the strong DDL group exhibited higher mean scores than the other groups. Qualitative findings show that the hard DDL group addressed broader topics and used collocations more appropriately. Additionally, the hard DDL group reported higher satisfaction with the lessons, noting increased interest, material usefulness, and applicability. While limited by the small corpus size and short duration of the study, the findings highlight DDL’s potential in elementary English education. The study emphasizes the need for long-term research, larger corpora, and user-friendly corpus tools, recommending the integration of DDL into digital English textbooks to enhance learning outcomes.