Earticle

초록

영어

This study investigated the effects of post-reading drawing and writing activities on Korean elementary school students’ L2 English vocabulary learning and reading comprehension, along with the students' affective reactions. The participants in this study were 16 elementary school students who were enrolled in an education program supported by a local child welfare center. They read two storybooks over 15 class periods and engaged in either drawing or writing activities in each class. The students’ achievement in vocabulary and reading proficiency was measured by formative and summative tests, and their affective responses were observed through questionnaires, interviews, and the instructor’s reflective journals. It was found that both activities had eventually enhanced the students’ academic and affective states. Writing activities were more effective than drawing activities in vocabulary learning and reading comprehension, while drawing activities evoked more positive reactions. In particular, the effects of the two activities were significantly different only in delayed performance as measured by summative tests. However, proficiency seemed to mediate the effects to a considerable degree; advanced students benefited more from drawing activities, whereas low-level students benefited more from writing activities. These findings suggest that post-reading activities can be more successful when their characteristic effects on students’ cognitive and affective dimensions are considered and implemented in a way that complements student proficiency.

목차

I. 서론
 II. 연구의 배경
  1. 읽기 후 활동
  2. 동화책을 활용한 영어 수업
 III. 연구방법
  1. 연구대상
  2. 연구도구
  3. 연구절차
 IV. 결과 및 논의
  1. 학습 성취도
  2. 학습 정서
  3. 독후활동 결과물
  4. 수업일지
 V. 결론
 참고문헌
 Abstract

키워드

저자

• 최여은 [ Yeo Eun Choe | 전남대학교 ] 제1저자
• 최문홍 [ Mun-Hong Choe | 전남대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820