Elementary English Education Research Articles

초등영어교육정착여부와발전적방향에대한 다섯초등교사들의인식

The purpose of this study was to invite five elementary teachers to reflect on how established elementary English education is and to identify needed changes toward a well-perched elementary English education. The views of five teachers were collected through interviews and analyzed through thematic analysis. Previous studies in support of their views are presented, and they attest that these views are shared among teachers and researchers on a larger scale. The results of the study suggest that elementary English education fulfill its responsibility to ensure learners basic academic level proficiency, that the current practice of the specialist-teacher-based teaching system be replaced with the class teacher system, that sturdy phonics program be included in the national elementary English curriculum, and that means be taken in order for effective teaching know-hows and practices to be introduced and shared among teachers. The study reports on recent positive national level actions toward assisting learners securing basic academic proficiency and providing more ground in teaching phonics.

초등 영어몰입교육에 대한 학습자와 학부모의 인식 비교 연구

Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.

Exploring the Implementation of Cambridge Curriculum in Early Elementary English Education: A Case Study

This study investigates the application of the Cambridge curriculum in teaching English to young learners, focusing on how it is tailored to their specific needs. The research was conducted at a private Islamic elementary school in Surakarta, Central Java, and centered around the teaching practices of an English teacher at the school. Through structured interviews and observations, the study aimed to gain a thorough understanding of the implementation of the Cambridge curriculum in early English education. The findings show that the teacher primarily used audio-visual and translation methods for instruction. The materials utilized included both printed and electronic books from Cambridge, enhanced with digital resources like videos, Quizizz, and the Spin Wheel application. Additionally, the study explored the assessment methods used, which encompassed daily evaluations, mid-term, and final tests. The qualitative analysis of this data provides valuable insights into the effective implementation of the Cambridge curriculum in a real elementary school environment.

버츄프로젝트를 활용한 초등 3학년 영어수업방안 연구

Objectives The purpose of this study was to propose an English and character education integrated lesson for third-grade students using the Virtue Project.
 Methods The researchers analyzed the learning objectives presented in the 3rd and 4th-grade English textbooks from the 2015 revised curriculum. Based on the character-related language materials provided by the curriculum and the key character elements suggested by scholars, final ten virtues were selected. The picture books used as teaching materials were chosen based on the selection criteria for picture books suitable for elementary learners while reflecting the language materials presented in the elementary English curriculum.
 Results The research results are as follows: First, an English class plan for third grade elementary school students was derived using the Virtue Project, which is effective in character education. Second, a specific class structure that can be applied on a semester basis was designed. In addition, classes using the Virtue Project were designed with various activities and group compositions to increase interaction between students.
 Conclusions Utilizing the Virtue Project for elementary English classes not only enhances English communication skills but also effectively applies to various elementary English education settings.

한국 초등 영어교육과정 25년사: 제6차에서 2022 개정 교육과정까지

This study undertakes a comprehensive analysis of the elementary English curricula
 in Korea since the implementation of elementary English education in 1997. The
 research examines the transformations that have occurred in the curriculum’s 1) nature
 and objectives, 2) content system and achievement standards, and 3) teaching-learning
 methods and assessment aspects across six revisions. Employing a systematic literature
 review methodology, the study scrutinizes the six curricula to shed light on the changes
 that have transpired. Despite several revisions, the fundamental nature and objectives
 of elementary English education continue to emphasize the significance of early English
 education in cultivating students’ interest and confidence in learning English. Different
 configurations were found for the content system. The teaching-learning methods and
 assessment standards were simplified, and their objectives were changed from being
 organized by individual grades to being organized by grade groups. Consequently,
 achievement standards also tended to decrease quantitatively. This paper also discusses
 the implications of these curriculum changes for English education in Korea.

Clarifying Classroom Responsibilities in Elementary English Education

This study reports on expectations and concerns of elementary teachers responsible for implementing new English education requirements in Japan. Assistant language teachers (ALTs) have long been key players in supporting English instruction; however, with the introduction of specialized English teachers (SETs), many changes have occurred, and the roles and responsibilities of ALTs and Japanese teachers are in flux. Surveys by the authors attempt to clarify these relationships and begin to envision a path forward. Results indicate that in team teaching with ALTs, SETs tend to operate as lead teachers, with homeroom teachers (HRTs) adopting a secondary role. ALTs are perceived as English speakers rather than educators, while HRTs express a reliance on SETs as capable English teachers. SETs in this study display an inconsistent range of English proficiency, experience, and expertise. One concern is that ALTs’ roles may become limited because SETs’ strength in English overlaps with ALTs’. 本研究は、日本で新たに導入される英語教育施策における小学校教員の期待や懸念について報告するものである。外国語指導助手（ALT）はこれまで英語教育を支える重要な存在であったが、英語専科教員（SET）の導入に伴い、ALTと日本人教員の役割と責任は大きく変化し依然流動的である。筆者らの研究はこれらの関係を整理し今後への道筋をつけることを目指すものである。ALTとのチームティーチングにおいて、SETは主導的な指導者の役割を果たし、担任教師（HRT）は補佐的な役割に留まる傾向があるという結果が示された。ALTは教育者というよりは単なる英語話者と見なされており、一方でSETは英語教育の担い手としてHRTからの期待を担わされている。本研究ではSETは英語能力、経験、専門性などにおいて個人差が大きいことが示された。英語が使えるという点でSETの強みとALTがこれまで果たしてきた役割が重なるため、今後ALTが果たす役割の幅が限られてくることが懸念される。

예비교사에서 현직교사로: 초등영어교사의 예비교사교육에 관한 경험과 인식

This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.

Https://dx.doi.org/10.24093/awej/vol14no2.24

Despite a plethora of studies on practice of Content and Language Integrated Learning in most European countries, few have examined Content and Language Integrated Learning teacher training in China. This study aimed to examine the effectiveness of a Content and Language Integrated Learning teacher training platform for elementary English education in China. It sought to answer the following main research questions: What are the contents differences in Content and Language Integrated Learning teacher training in China? What are in-service English teachers’ perceptions of Content and Language Integrated Learning after the training? And What are the factors which affect the training effect? The qualitative evidence showed that the training content of the teacher platform in China has been flexibly designed following the Chinese elementary English education context, but it also reflected the lack of consideration of teachers’ individual needs in the design of the platform’s training content and the lack of practical sessions and the long-term follow-up support. The statistical evidence showed that teaching experience significantly determines Content and Language Integrated Learning efficacy, and the educational background has little bearing on Content and Language Integrated Learning perceptions. Furthermore, all teachers from different educational backgrounds had a positive perception of their Content and Language Integrated Learning competence. However, Participants believed that their theoretical knowledge and teaching abilities are not equal, which suggests that instructors in this field urgently need help. Further research examining the cultivation of pre-service Content and Language Integrated Learning teachers would be worthy of investigation.

Language Learning Autobiographies, Identity Texts, and Critical Teacher Education

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

The Challenges in Elementary English Education of Northeast China and Solutions

This study aims to explore the challenges present in the elementary English education of Northeast China, in addition to proposing some corresponding solutions. After referring to previous researches and detailed analyses, this study discovers that these challenges mainly cover insufficient teaching staff, undesirable educational quality and shortage of educational resources. To crack these problems, some measures should be adopted, including attracting the local graduates majoring in English and English Education to return and work as teachers, implementing in-service training and further education, setting up libraries and purchasing English books, as well as introducing modern English teaching facilities. Such a solution is conducive to fundamentally raising the English teaching quality of primary and secondary schools there, thereby contributing the development of northeastern rural education in the long run.

Furthering elementary English education in Japan

Furthering elementary English education in Japan In 2020, foreign languages were introduced as a subject in the upper grades of elementary school in Japan. The main objective is to develop communicative competence in English education in Japan. It has consequently raised the urgent question of how it should be assessed.

A Teacher Training Platform of Content and Language Integrated Learning for Elementary English Education in China

A Teacher Training Platform of Content and Language Integrated Learning for Elementary English Education in China

異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響―小学生への縦断的調査― Effects of Intercultural Experiences on English Communicative Competence and Learning Motivation: A Longitudinal Study of Elementary School Children

本研究は、子どもの異文化経験が英語コミュニケーション能力と動機づけへ及ぼす影響を検討した。公立小学校3校の262名（海外滞在経験32名・海外旅行経験132名・海外経験なし98名）を対象に、5年次に英検ジュニア・シルバーテストと動機づけの質問紙調査を行い、1年後に追跡調査をおこなった。本結果から、海外滞在経験は、英語コミュニケーション能力と内発的動機づけを向上させることが分かった。また、海外旅行経験は、内発的動機づけを向上させることが明らかになった。6年次には群別のコミュニケーション能力の影響は変化しないが、異文化経験による内発的動機づけへの影響は消えていた。しかし、同時期の外発的動機づけの変化も考察した結果から、子どもの異文化経験（海外滞在経験・海外旅行経験）は、内発的動機づけを高めることを基盤に、6年次には、英語学習と将来性を繋げる同一視的調整を高め、複数の動機によって動機づけを強化すると結論づけられた。 This study examined the effects of intercultural experiences on English communicative competence and learning motivation of students studying at three public elementary schools in the Kanto region of Japan. The participants of this study were 262 fifth-grade students with and without intercultural experiences. The students were divided into the following groups: those with experience of living overseas (n = 32), those with experience of travel overseas (n = 132), and those with no overseas experience (n = 98). The Eiken Junior Silver Test was administered to the participants to assess their English communicative competence. In order to assess their intrinsic motivation and extrinsic motivation including the constituent regulations (identified, introjected, and external), a questionnaire was administered. The study also included an identical follow-up procedure conducted after one year, when the participants were sixth graders. The results of the study suggest that regardless of school grade, students living overseas for a mean period of two and a half years showed a greater gain in English communicative competence than students without such experience. Specifically, the group of participants who had lived overseas for the abovementioned mean period showed statistically higher mean scores on the Eiken Junior Silver Test than the other two groups. Although an improvement in test scores was recognized from grades five to six in all groups, there was no difference in the mean levels of test score improvement attributable to exposure to intercultural experience. Regarding intrinsic motivation, the findings suggest that in the fifth grade, students with intercultural experiences (living and traveling overseas) had stronger intrinsic motivation as compared to those without such intercultural experiences; however, this difference disappeared in the sixth grade. Thus, it can be inferred that the effects of intercultural experiences on intrinsic motivation do not last long. The effects of intercultural experiences on extrinsic motivation also show that such experiences (living and traveling overseas) increase identified regulation from grades five to six. It can be inferred from this that intercultural experiences ultimately enable students to envisage more clearly how to relate their English learning to their future goals. These results also suggest that intercultural experiences stimulate the development of children, as identified regulation becomes strong after adequate intrinsic motivation is cultivated at an early age. Effects on introjected and external regulations differed based on the extent of the participants’ intercultural experiences. Only the group who had traveled overseas showed an increase in introjected regulation from grades five to six. Thus, it can be inferred that the experience of traveling overseas promotes learners’ self-motivation by leading them to compare their English competence to that of others who have achieved higher levels. This inference is reasonable as the experience of traveling overseas provides high intrinsic motivation similar to that of the living overseas experience, but unlike the latter, it does not increase English competence simultaneously. Regarding external regulation, this study found that the experience of living overseas increased the external regulation from grades five to grade six, whereas the experience of traveling overseas decreased the external regulation in the same period. The difference in these results may be due to differences in the degree to which students are also engaged in supplementary education. Finally, the present study further provides examples of the effects of intercultural experiences on the participants’ English communicative competence and learning motivation from their parents’ viewpoint, using the questionnaire responses of the parents (e.g., concerning what the participants said or did after intercultural experiences). Based on the findings from the responses of the participants and their parents, three implications relating to potential use of the intercultural experiences of students in elementary school English education are discussed.

Topic analysis of elementary English education researches based on the 2015 revised curriculum using text mining technique

목적 본 연구의 목적은 2015 개정 교육과정이 적용된 초등영어교육 관련 연구를 텍스트 마이닝 분석 방법을 적용하여 텍스트를 분석하고 대표할 수 있는 주제들을 선정하여 연구의 동향을 살피고 그 함의점을 찾는 것이다. 방법 2018년부터 2021년 6월까지 발표된 관련 논문 447편을 선정하여 영문 초록과 제목으로 R을 활용하여 텍스트 마이닝 분석을 하였다. 먼저 데이터를 수집하고 전처리 과정을 통하여 데이터를 정제하였다. 이후 빈도분석을 통해 핵심어를 추출하여 특징을 살펴보았다. 또 LDA를 활용해 토픽 모델링을 실시하여 텍스트를 대표할 수 있는 주제들을 선정하고 언어네트워크 분석을 통하여 주제의 적절성을 살펴보았다. 결과 먼저 빈도분석을 통해 핵심어를 선정하였다. 이후 LDA 모델을 활용한 토픽 모델링과 언어네트워크 분석을 통해서 연구를 대표하는 13개의 주제를 선정하였다. ‘영어 학습의 정의적 요인학습’, ‘교사 및 예비교사 역량 강화’, ‘스토리텔링 기반 교육’, ‘쓰기 지도 전략’, ‘어휘학습 전략’, ‘문화 지도’, ‘교사 및 예비교사의 인식’, ‘교육과정 및 성취 기준 관련 연구’, ‘학생과 교사의 상호작용’, ‘문학 활용 교육’, ‘읽기 지도’, ‘학습자 중심 교수’가 이에 해당한다. 결론 본 연구를 통해 2015 개정 교육과정이 적용된 초등영어교육 학술지의 핵심어와 연구 주제를 살펴보았다. 이를 통해 지금까지 진행된 연구의 흐름을 살피고 교육과정이 적절하게 반영되었는지 분석하여 앞으로 진행될 연구의 방향에 대한 시사점을 제공하였다.

A study on elementary school teachers’ perception and utilization of digital English textbooks based on 2015 revised national curriculum

The purpose of this study was to investigate the teachers’ perception of English digital textbooks and how they are being used in elementary schools. For this, a questionnaire was administered to 48 elementary school teachers. For open items of the questionnaire, frequency analysis was performed and for closed ones, qualitative analysis was carried out. The results of the study were as follows: First, most of the teachers considered that they had an average or high level of confidence in their knowledge and use of digital textbooks. Second, about half of the teachers were positive about the readiness of their schools and students to use digital textbooks, but the majority of teachers did not believe that their students would engage in self-directed learning at home. Thirdly, about three-fifths of the teachers reported that digital textbooks were being used in their schools and more than half of them started using digital textbooks after the COVID-19 outbreak in 2020. Finally, many teachers said that digital textbooks should contain interesting and useful contents that are differentiated beyond the CD-ROM titles and e-books, and an easy-to-use online platform linked to digital textbooks to manage learning and interact with students. Based on these, some suggestions were made for the development and implementation of English digital textbooks for elementary English education.

초등 교사들의 영어교육에 대한 인식과 태도

초록·키워드 목차 오류제보하기 This study purports to investigate elementary teachers" beliefs and attitudes towards some key aspects of teaching and learning English, thus examining whether elementary English has settled more stably since 2007. A questionnaire was administered to 42 elementary teachers and t-test was used to compare the result with that of Kim(2007). The overall result shows that teacher understanding of elementary English education is increasing and changing in a positive direction. It has reached a somewhat stable stage in improving communication skills focusing on meaning rather than form, reducing student anxiety, using various teaching methods and realia, pair and small group activities, learner-centered learning tasks, and guidance on learning strategies. In addition, a few things have changed significantly since 2007. Teachers often correct student errors with recast. They perceive that all students can develop basic communication skills, acknowledging an individual"s potential for foreign language learning ability. They come to believe that input alone does not lead to language acquisition and significantly more teachers think that explicit form-focused instruction is sometimes necessary. This is a positive result when considering that elementary school students are undergoing what is termed by Piaget the concrete operational stage. Through an analysis of elementary teacher beliefs and attitudes, this paper concludes that there has been significant development in the direction of English education. #elementary English #elementary teacher #teaching English #beliefs #attitudes #초등 영어 #초등 교사 #영어교육 #인식 #태도 Ⅰ. 서론Ⅱ. 이론적 배경Ⅲ. 연구 방법Ⅳ. 결과 및 논의Ⅴ. 결론 및 제언참고문헌Abstract

Factors that Affect Elementary English Education in China in the 21st Century

With the development of globalization in the 21st century, English has gradually become one of the main tools for communication between countries and people in the world. With the increasing use and importance of the language, English education is becoming more necessary and experiencing development in China. Since it is believed that younger children have a stronger ability to learn new languages, English instruction in primary schools, is essential for students to become fluent in this language. However, in the past decade, primary school English instruction has been facing some difficulties, including the imbalance of English education quality in different regions caused by economic development, the barrier of learning English pronunciation brought by dialects in different parts of China, and the negative impact of excessive after-school tutoring institutions on the quality of English teaching in schools. These challenges hinder the development of English education.

The effectiveness on the elementary school English education improvement policy: Investigating perceptions of students and parents

Based on the elementary school English education policy implemented in schools since 2019, English programs have been in operation, including basic English classes, English camps, online English classes, student English clubs, and TaLK native teachers’ classes. In order to investigate the effectiveness of the English education policy, the study conducted a survey on 2,030 elementary school students, and 1,817 parents. The analysis of the effectiveness of the program operation included the alleviation of the gap in English education, the reduction of private education costs, the development of interests in English learning, and the improvement of English skills. According to results, students and parents responded positively to the effectiveness of the program operation. Students’ responses suggested that the programs were effective for ‘improving English learning motivation.’ Parents perceived that the programs were effective in increasing self-confidence and enhancing interest for students rather than reducing the dependency on private education. From the findings, the study provides suggestions to further strengthen the program to improve elementary English education in schools.

2015 개정 교육과정 영어 교과서의 다문화적 요소 분석: 초등 5, 6학년 교과서를 중심으로

This study aims to investigate how multicultural aspects are dealt with in current elementary English textbooks. The cover pages, dialogues, main readings, and culture sections of a total of 10 elementary English textbooks for 5th and 6th graders were closely examined in terms of (1) the races and genders of the characters, (2) the cultural backgrounds of the contents, and (3) Bennett’s (2010) core values of multicultural education. The results revealed that each gender was equally represented and the textbooks present diverse cultural backgrounds in a balanced way. It was found, however, that there was an imbalance in terms of racial backgrounds. With respect to the core values of multicultural education, acceptance and appreciation of cultural diversity, and respect for human dignity and universal human rights were the top two values that appeared most frequently throughout the textbooks. Responsibility to a world community was the value that was comparatively hard to find in them. Detailed findings are discussed in greater depth, along with implications for elementary English education in Korea.

Enhancing Thai elementary students’ English and maintaining Thainess using localized materials: Two putative confronting forces

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.