Elementary English Research Articles

An Investigation of Teaching-Learning Process and Measurement and Evaluation in Elementary English Course Curriculum with the Communicative Language Approach (Teachers’ Views)

This study aimed to determine how teachers use the communicative language approach in the learning-teaching process and measurement-evaluation dimensions while implementing the 2018 Primary English Course (Grades 2-8) Curriculum. Embedded single case study design, one of the qualitative designs, was used in this study. The study group included 14 primary education English language teachers instructing different grades in public schools in Eskişehir, Turkey. Data were collected through semi-structured interviews with teachers and analyzed by content analysis. The findings demonstrated that communicative language approach could not be implemented in the classroom due to physical problems in the teaching-learning process, student reluctance and lack of readiness, teachers' initial failure to analyze the learner goals and styles, the lack of the predominant employment of the target language, partial inclusion of the activities determined by the communicative language approach in the course, preference of grammar instruction, partial utilization of group activities, the lack of using authentic materials, immediate correction of learner mistakes, inability to adopt the communicative language roles such as initialization of communication, providing resources and preference of traditional roles, and inability to measure the four basic language skills due to systemic measurement and evaluation errors.

체화된 인지 기반 초등 영어 학습 활동 개발 및 적용

체화된 인지 기반 초등 영어 학습 활동 개발 및 적용

A Study on the Effect of Group Composition Considering the Level and Personality Type of Learners on the Cognitive and Affective Domains of English Learners in Elementary English Cooperation Activities

A Study on the Effect of Group Composition Considering the Level and Personality Type of Learners on the Cognitive and Affective Domains of English Learners in Elementary English Cooperation Activities

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language.

The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners' attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

Korean Elementary English Teachers’ Professionalism Development in Using EdTech: A Grounded Theory Study

Korean Elementary English Teachers’ Professionalism Development in Using EdTech: A Grounded Theory Study

Analysis of elementary English word sounds in the 2022 revised national curriculum: Focusing on syllables, stress, and consonants.

Analysis of elementary English word sounds in the 2022 revised national curriculum: Focusing on syllables, stress, and consonants.

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.

2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.

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.

Teaching culture at English language learning in Pesantren

The growth of English language learning in Pesantren (Islamic Boarding School) leads to a challenge as the subject contains the culture of target language. Integrating English language instruction into traditional Pesantren education requires a comprehensive understanding to avoid conflicts with religious values and traditional pedagogical methods. There are cultural constraints as human relationships in Pesantren based on social hierarchies which embed the philosophy of “total obedience” affecting the students who tend to be less engaged with the material and less motivated to express their thought. Therefore, this paper explains teaching culture at English language learning in Pesantren in Indonesia. This conceptual paper aims at designing the material and teaching plan of English learning for the students at the age of the first year of secondary school. They share the same culture as the Javanese ethnic group, with the same local and national language. Their level of CEFR (Common European Framework of Reference for Languages) is A2 - Elementary English as they have been learning English since the late year of primary schools. The sequence of tasks in cultural teaching in English language teaching comprises of four stages; preparation, collection, implementation and reflection stage.

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。

Instructional Supervision Experiences of Novice Elementary English Teachers

Instructional Supervision Experiences of Novice Elementary English Teachers

A Study on Elementary English Teachers’ Responses to Classes Using AI-Powered Application: Focusing on Odinga English

The purpose of this study is to examine the responses of English teachers to utilizing an AI-based interactive application, Odinga English. To determine their views, a case study was conducted with four English teachers. The findings are as follows. First, the contents of the application consisted of fun elements with graphics which had a positive effect on increasing learners’ interest and motivation. In addition, learners improved their self-confidence by solving problems on their own. Second, the design and interface of the application were appealing to young learners, an important point as both accessibility and convenience play an important role when lower-grade students are learning with a new tool. Third, the adaptation of the educational application was appropriate for elementary school students who are familiar with using technology to learn. Lastly, each learner received individual feedback on their speaking and pronunciation. Based on the results, it can be concluded that the use of the AI-based application was positive for elementary school English learners. Above all, it was effective in increasing learning interest and confidence, which are important for elementary school learners. It was also positive in improving learners’ speaking and pronunciation skills through customized feedback.

Quantitative Analysis of Online Teaching and Learning Techniques and the 2019 English Language Proficiency Assessment Levels in a Tri-State Region

The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods and among the proficiency levels among elementary schools across a tri-state area. Theories and concepts related to this research were English as a second language, vocabulary study in reading, English immersion, and blended learning and how these were applied in a virtual platform. The researcher applied chi square goodness-of-fit tests to analyze data which was collected from 2019 English proficiency assessments of 46,754 English language learners in 1037 different school districts, and online Qualtrics surveys of 137 English as a second language educators in grades two-five, within the tristate area of Pennsylvania, Ohio, and West Virginia. Future research should determine to what extent there is a relationship between proficiency assessments English language arts scores and suburban elementary English as a second language teachers who use more than 30 minutes of online learning and teaching techniques daily.

원어민 영어수업에 대한 예비초등영어교사들의 인식 연구

원어민 영어수업에 대한 예비초등영어교사들의 인식 연구

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.

The Efficacy of Visuals in Elementary English Language Textbooks: Teachers’ Perceptions

This study investigated the role of visual images in elementary-level textbooks in Bangladesh and explored primary school teachers’ perspectives on their efficacy. Using qualitative content analysis, the research revealed that visual images serve as a vital tool for effective communication, enhancing students’ skills, and reflecting social practices. However, some images also perpetuated gender inequality and stereotypes. Teachers also emphasized the noteworthy contribution of images in improving students’ communication skills, maintaining their engagement, boosting motivation, and nurturing critical thinking capabilities. Furthermore, they recommended a cautious approach to depicting social class, race, and gender within the textbooks through imagery. Hence, the study underscored the need for conscious image selection to foster appropriate socio-cultural values among young learners.

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

Development of a SITE Teacher Learning Model in Enhancing Elementary English Teachers’ Teaching Professionalism

Development of a SITE Teacher Learning Model in Enhancing Elementary English Teachers’ Teaching Professionalism