영어 학습부진 학생을 위한 스마트도구 활용 교육: 어휘 학습을 중심으로

Abstract

The present study examined whether using a smart device helps English underachievers learn vocabulary better. The experiment was conducted using a regular middle school curriculum. Four lower level classes, each of which had 17 students, participated in the study. Following a pre-test, ten target words were selected from the textbook. Both experimental and control groups studied the vocabulary, the former using a tablet PC and the latter through classroom instruction. However, each experimental group later became a control group in the next lesson to give every participant equal opportunity. After that, both groups studied the reading passage in the main text with the teacher and took two kinds of post-tests immediately, one was for receptive vocabulary knowledge and the other for productive vocabulary knowledge. Delayed post-tests were also administered for each lesson two weeks later. The results show that the experimental group had much better grades in the receptive test than in the productive one. In addition, both groups obtained better scores in the latter lessons than in the previous ones. This may mean the English underachievers began to be motivated to learn vocabulary and developed vocabulary learning strategies.