초등영어학습 부진 양상 및 기초 문자 언어 지도 방안 탐색을 위한 실행연구

Abstract

This action research aimed to investigate the challenges faced by underachieving English learners in elementary schools and to demonstrate the effectiveness and necessity of phonics in English reading instructions. The study provides case studies of two fifth-grade students who struggled with English learning and had low motivation. Data collection was conducted through 24 instructional sessions involving teaching phonics and sight words. Data from semi-structured interviews and classroom observations were collected inductively based on grounded theory. The findings showed that students faced difficulties in identifying alphabet letters and understanding phonics. These challenges led to a negative perception of learning English, further intensifying their learning difficulties. However, improvements in either the cognitive or affective aspects of learning led to a complementary relationship. This paper concludes by summarizing the two cases and asserting the need for early diagnosis of fundamental reading skills and individualized intensive guidance to teach underachieving students. In addition, continuous observation of the learning process and increasing students' interest and confidence to lower the affective filter are needed. This paper emphasizes the importance of teaching and learning strategies, as well as the roles of teachers and other surrounding environments of students in preventing the proliferation of underachievers in elementary English classes.