Elementary English Learners Research Articles

Effects of lessons using Thinking Maps on elementary English learners’ reading comprehension and self-management competency

Effects of lessons using Thinking Maps on elementary English learners’ reading comprehension and self-management competency

EBS AI 펭톡 기반 어휘학습에 대한 초등영어학습자들의 반응 조사

After AI PengTalk was spread in the public education field, various studies have been conducted on the effectiveness of PengTalk in English teaching-learning. However, since previous research cases related to vocabulary learning were insufficient, this study examined the effect of PengTalk-based vocabulary instruction on the change of vocabulary proficiency levels of elementary English learners. The results verified through 14 weeks of experimental classes are summarized as follows. First, in terms of cognitive domain change, both textbook-oriented classes and classes using PengTalk improved students’ vocabulary before and after learning, but there was not a significant difference in improvement between textbook-oriented classes and classes using PengTalk. As a result of comparing the degree of change in students’ pre and post-vocabulary tests, positive improvement was confirmed, but this did not show statistically significant results. Second, according to the learner’s impression, 81% of students responded positively in terms of interest and the usefulness of vocabulary learning when using PengTalk. Students could feel the intrinsic motivation they felt as they passed through the learning stage, and it could be assumed that they responded positively because they could also get external motivation for learning English in the process of collecting tuna cans, the concept of PengTalk, and decorating characters.

초등영어 보기(viewing) 학습에 대한 학습자 인식 및 실태 연구

Objectives This study aims to investigate the learners' perceptions and practices of English viewing in elementary school, and find educational implications on teaching viewing. Methods For this, a survey was conducted from Nov. 13 to Nov. 16, 2023 to 531 elementary English learners. They were asked 17 questions about perceptions and practices of viewing, as well as their perceptions and practices with English digital textbooks(EDT) in learning viewing. Results The analysis results are as follows. First, most of the students were positive about their viewing ability and attitudes and reported that digital devices helped their viewing. The students used and preferred tablet PC the most, and they used EDT, AI digital learning materials, Youtube for English viewing. More than half of the students engaged in self-directed viewing within 30 minutes or an hour, but teacher-centered viewing lessons were conducted in most classes. Second, the experiences of students in using EDT were limited at home, also student-centered learning using EDT was not conducted in school. Third, Most of students were positive about viewing using EDT, and had high interests and motivation in viewing using EDT. Conclusions For the successful implementation of the 2022 revised national English curriculum, digital devices need to be supplied to every student for learning viewing, and digital device usage training courses will be helpful for their learning. Furthermore, teachers should make an effort to participate in training to teach viewing effectively. In addition, AI EDT should be developed to promote students' self-directed viewing and student-centered viewing lessons.

과업기반 수업을 활용한 초등영어 요청화행 지도의 효과

The purpose of this study is to investigate a task-based language teaching (TBLT) approach to teaching pragmatic competence for EFL elementary English learners focusing on requests. A series of 15 task-based lessons was developed to teach requests to 6th-grade English learners for eight weeks. In terms of choosing target request expressions, various request expressions were initially extracted from the English curriculum and textbooks and additional request strategies were added. Three target tasks that require request expressions were designed, incorporating pragmatic social variables such as power, distance, and imposition. Each task differed in terms of difficulty and complexity. Students’ pragmalinguistic competence and sociopragmatic competence were evaluated using a discourse completion test (DCT) as pre- and post-tests. Rating criteria, assessing pragmalinguistic and sociopragmatic competence, were also developed and two raters evaluated the learners’ pragmatic production on DCT items to ensure inter-rater reliability. The findings revealed that the TBLT approach was effective in teaching EFL elementary school students’ request competence in terms of both pragmalinguistic and sociopragmatic components. We discuss potential challenges and directions in teaching pragmatic competence for elementary school students in Korea.

초등영어 CLIL 수업을 위한 비계 지원 전략

Objectives This study aims to find out what scaffolding types are for input reinforcement in CLIL (Content and language Integrate Instruction, CLIL) for elementary English learners and explore specific methods and strategies for scaffolding support. Derived from the study By applying the scaffolding strategy described in this study to elementary science content integration classes, an appropriate scaffolding strategy is presented.
 Methods For the purpose of the method study, the concept of scaffolding, the definition of scaffolding, and the categories and types of scaffolding were established by analyzing the literature on the concept of scaffolding and CLIL studies at home and abroad. In order to develop a list of detailed strategies for scaffolding, the strategy lists from previous studies were cross-occupied and sub-strategies that fit the functions and characteristics of the upper strategy were placed.
 Results The CLIL scaffolding strategy was largely divided into four scaffolding supporters: teachers, fellow learners, textbooks, and technology, and instructional, affective, and cognitive weights. For each emptying strategy, a list of scaffolding strategies that can be applied to actual CLIL classes was identified. In addition, the scaffolding strategy was applied by taking the CLIL class, the science content of the 3rd grade of elementary school, as an example.
 Conclusions The scaffolding strategy derived from this study is a fixed scaffolding strategy that teachers can plan in advance, and it is also necessary to study a responsive scaffolding strategy that actively supports according to the response and level of students during sign language. In addition, scaffolding strategies centered on teacher support are common, but with the development of the digital technology environment, scaffolding support that develops learners' self-directed learning ability should also be established. The language use strategy for the class operating language of the CLIL class is also necessary for the scaffolding support strategy, and follow-up research on this is required.

글로벌 영어능력 향상을 위한 학습자 중심 수업 사례 연구

The aim of this research study is to investigate the changes of the elementary English learners in the cognitive and affective ability of the learner-centered English class. For this study, 26 elementary English learners in Gangwon province participated in 10 week-experiment. As main research instruments, pre-/post-cognitive & affective ability tests were conducted along with a focus group interview in order to find any changes. The results showed that it was confirmed that a learner-centered class had a positive cognitive effect on learners. The post-cognitive ability test result showed an improvement of about 5 points compared to the pre-cognitive ability test. Also, the learner-centered class caused a positive change in the affective factors of the learners. There was a statistically significant difference, as well. To sum up these findings, the implementation of the learner-centered English class had a positive outlook on increasing both learners’ cognitive and affective awareness of English language learning. Based on this conclusion, some educational implications are to be addressed.

입력 빈도 분포의 유형과 작업 기억 능력이 초등 영어 학습자의 문법 학습에 미치는 영향

From the input-driven and usage-based approach to language learning, this study investigates the effects of types of input frequency distribution and working memory capacity on grammar learning by Korean elementary English learners. A total of 64 students were exposed to the participle forms of psychological verbs (e.g., exciting and excited) in three different input frequency distribution conditions (skewed, balanced, and control), and their working memory capacity was measured by a conceptual span task. The learning outcomes and the generalizability of the learned knowledge were measured with a scaled judgment task and a picture description task, immediately after the treatment and two weeks later. The results showed that the input frequency distribution factor had statistically significant main effects in the posttest session. Overall, students in the balanced condition were found to have outperformed those in the skewed condition. In addition, it was found that the working memory capacity factor had a positive influence on the learning of the target forms, both in terms of comprehension and production. Its positive effects continued to be observed in the production aspect of the delayed posttest session.

A Study on the Correlation Between English Vocabulary Learning Strategies and Breadth of Vocabulary Knowledge on Elementary Chinese English Learners

Vocabulary is the basic building block of language, and the acquisition of any language relies heavily on vocabulary knowledge. The use of vocabulary learning strategies is one of the main factors affecting vocabulary learning. In view of this, this study is an attempt to examine the correlation between the use of vocabulary learning strategies and breadth of vocabulary knowledge on elementary Chinese English learners. By ways of analyzing the data of the questionnaire and vocabulary level test, the author finds out that social/ affective strategy is the most popular strategy and is followed by metacognitive and cognitive strategies. A positive and significant correlation exists between these two variables and cognitive strategies have the most significant correlation among these three strategies. Based on these findings, elementary English learners are recommended to frequently use a variety of vocabulary learning strategies to increase vocabulary knowledge, especially cognitive strategies.

더빙 앱 학습활동이 초등 4학년의 영어 말하기 요소 및 정의적 영역에 미치는 영향

The purpose of this study was to analyze video dubbing effects on speaking elements of English and affective areas of 4th grade elementary English learners. Twenty students participated in the activity of dubbing five videoclips selected from a dubbing application called 2DUB. The conclusions are as follows. First, learning by video dubbing had a positive effect on the improvement of pronunciation and suprasegmental phonemes required for the speaking ability, because significant improvements were found in all areas of pronunciation, stress, rhythm, and intonation. In particular, it could be a more effective learning method for students of low to intermediate ability than for those of higher ability. It also had a positive effect on both male and female students in improving pronunciation and rhythm. Second, it had a positive effect on interest and anxiety among the affective areas. In particular, male students showed a significant reduction in anxiety which means learning by video dubbing can not only be an effective way to induce interest in learning English but can also be usefully used to lower male students’ anxiety toward learning English. Based on these conclusions, important implications and suggestions were included.

삽화가 초등영어 학습자의 어휘 학습에 미치는 영향

The purpose of the study is to investigate the effect of the proportion of illustrations on vocabulary acquisition for elementary English learners. The experiment was conducted in a way that divided into the experimental and comparative groups in the 4th and 6th grades and provided different amounts of illustrations. The study results are as follows. First, illustrations helped students improve their short-term vocabulary learning ability. Both groups improved their ability, but the group who received 100% illustrations improved their short-term vocabulary ability more than the group that received illustrations in part. Second, illustrations helped students improve their long-term vocabulary learning ability. Especially, the group who received 100% illustrations improved their long-term vocabulary ability more than the group that received illustrations in part. Third, the proportion of illustrations had different effects depending on the learners’ grades and levels. Fourth graders who were provided with all illustrations had significant differences in vocabulary learning compared to those who were partially provided with illustrations regardless of the learners’ level. On the other hand, in the 6th grade, the proportion of illustrations only at the lower level had a significant difference in vocabulary learning. Fourth, illustrations had a positive effect on the students’ affective aspect. The findings imply that the proportion of illustrations should be provided depending on students’ grades and levels for their vocabulary learning.

The reading profiles of late elementary English learners with and without risk for dyslexia.

Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al.,Learning Disabilities Research & Practice, 28(3), 98-112, 2013). We investigated the reading skill profiles of 331 ELs in 3rd and 4th grades, including ELs with and without risk for dyslexia due to significant deficits in word and pseudo-word reading accuracy and fluency. We utilized latent profile analysis and factor mixture modeling to investigate (1) the nature and distribution of reading skill profiles; (2) whether these profiles were associated with differences in reading comprehension growth across one academic year; and (3) the stability of reading profiles across an academic year. We selected a two-class solution (reading disabled and typically developing) based on model fit indices, theoretical considerations, pattern of results across profile-solutions and time-points, and parameterizations, making the approach stronger and more generalizable. These classes demonstrated clear, consistent differences in performance across reading component skills, with the RD class scoring consistently below the TD class across code-based and meaning-based domains of reading. Across the year, the TD class demonstrated significantly higher patterns of growth in reading comprehension (χ2 (1) = 206.21, p < 0.001). Class membership was largely stable (97% of participants maintain class membership). These results suggest that ELs with risk for dyslexia demonstrate multiple component skill deficits that may require long-term, comprehensive, intensive interventions to remediate.

Supporting Newcomer English Learners During Remote Learning

AbstractIn this article, the authors describe an English as a Second Language (ESL) teacher's attempt to provide more personalized support for her elementary English learners (ELs) during remote learning. The authors provide an in‐depth description of using voice recorders, a low‐tech and inexpensive device, to mitigate barriers and promote English development and literacy skills for ELs. They then describe the benefits of using this tool and provide ideas on how to extend the use of voice recorders for ELs during traditional instruction.

Effects of Online Tongue Twister Activities on Pronunciation, Speaking and Affective Factors of Elementary English Learners

Effects of Online Tongue Twister Activities on Pronunciation, Speaking and Affective Factors of Elementary English Learners

The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs’ reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs’ English reading and speaking should be the focus of future research.

Developing direction of chatbots to help elementary English learners carry out English reading activities

Developing direction of chatbots to help elementary English learners carry out English reading activities

Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

This experimental study, using a pretest-treatment-posttest design, compared the effects of focused direct written corrective feedback and additional writing practice on L2 learners’ written syntactic complexity. The participants were 60 Iranian elementary EFL learners, whose L2 proficiency as well as L2 writing syntactic complexity and accuracy were controlled by administering the Oxford Quick Placement Test and a paragraph writing test. They were assigned to two groups: Focused direct corrective feedback (FDCF) and additional writing practice without feedback (No CF). The investigation included five sessions and lasted for three weeks. Every session, each participant wrote a paragraph of descriptive type in class. The experimental group received FDCF, while the control (i.e. No CF) group was provided only with additional writing practice. Lu's (2010) web-based L2 Syntactic Complexity Analyzer was utilized to calculate the five indices of syntactic complexity measures, including mean length of clause (MLC), mean length of sentence (MLS), mean length of T-unit (MLT), clauses per sentence (C/S), and verb phrases per T-unit (VP/T). The MANOVA test revealed no statistically significant difference between the two groups.

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

The Development Track and Influencing Factors of Reading Ability of Chinese Elementary English Learners

In order to improve inefficient English teaching methods in primary and secondary schools, this paper explores the influence of phonological awareness, syntactic awareness, morphemic awareness and pragmatic awareness on the reading ability of Chinese elementary English learners and provides improvement of teaching methods and concepts for student’s different stages.

Contribution of segmental and suprasegmental features on the listeners’ intelligibility of Korean elementary English learners’ read-aloud speech

Contribution of segmental and suprasegmental features on the listeners’ intelligibility of Korean elementary English learners’ read-aloud speech

A Study on Korean Elementary English Learners’ Self-directed Learning Ability

A Study on Korean Elementary English Learners’ Self-directed Learning Ability