체화된 인지 기반 영어 어휘 학습 활동이 초등학생의 어휘 학습과 정의적 영역에 미치는 영향

Abstract

This study aims to analyze the effects of embodied cognition-based English vocabulary learning activities on primary school students' vocabulary learning and affective domain. The study utilized ChatGPT for creating vocabulary lists, developing embodied cognition-based vocabulary learning activities, and implementing a checklist to assess the level of embodied cognition-based learning activities across four lessons. Immediate assessments of vocabulary were conducted after the activities, with a rearrangement of items for the delayed assessment one week later. The findings of the study can be summarized as follows: First, embodied cognition-based vocabulary learning activities can positively affect primary students' vocabulary learning, especially as the level of embodied cognition increases. Second, the effect of embodied cognition-based vocabulary learning activities on vocabulary learning can vary depending on the type of vocabulary being learned. Third, the effect of embodied cognition-based vocabulary learning activities on receptive, productive knowledge, and confidence can vary. Fourth, the higher the level of embodied cognition in vocabulary learning activities, the more interested students are in participating.