영어 교사의 학습지도성과 초등학생의 영어 학습역량 간의 관계성 연구

Abstract

The study aims to verify the impact exerted by task-oriented and relationship-oriented
 teaching styles adopted by English teachers on the cognitive, motivational, and
 behavioral proficiencies of elementary school students learning English. To this end,
 online questionnaires with questions about the English teachers’ teaching styles as
 well as their own English learning competencies were distributed and collected from
 after-school programs of public schools and private educational institutions and 262
 students in grades 4 to 6 across six provinces in Korea. The major findings are as
 follows: First, both task-oriented and relationship-oriented styles influenced students’
 learning competencies significantly. However, the impact of the task-oriented teaching
 style was relatively stronger on cognitive competence than that of the
 relationship-oriented style. Next, the relationship-oriented style significantly influenced
 motivational and behavioral competence, while the task-oriented style had none.
 Therefore, this study suggests that English teachers should exercise a
 relationship-oriented teaching style to enhance students’ English learning competencies.
 However, teachers should prioritize task-oriented teaching for students who lack
 cognitive competence. Moreover, to effectively demonstrate teaching styles, teachers
 should adapt their instructional approaches based on the educational situations at hand
 and the individual characteristics of their students.