Elementary English Research Articles

한국 초등영어교사의 소진: 유발 및 극복 요인을 중심으로

This study aimed to explore how South Korean elementary English teachers experienced burnout. It also examined why teachers got burned out and how they coped with it. Sixty teachers were surveyed, and fifty teachers were interviewed. The survey responses were analyzed using one-way ANOVA, and the interview data were coded and categorized to draw the symptoms, causes, and cures of teacher burnout. The results are as follows. First, no significant differences were found across teachers with different backgrounds including school size, age, teaching experience, and ELT experience, which indicates that English teachers in diverse contexts could experience burnouts. Second, the teachers suffered from physical symptoms as well as psychological and emotional symptoms. Third, the factors that caused teacher burnout included elementary English class traits, student traits, teacher self-awareness, working conditions, human relationships in school, lack of school support, and individual and social factors. Fourth, the teachers who overcame burnout did so through self-development, confrontation, emotional support, emotion-control strategies, avoidance, and professional assistance. The findings are expected to contribute to prevent and/or alleviate teacher burnout and thus promote teacher development and student learning in the field of primary ELT in South Korea.

Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature

In recent years, there has been growing interest in the pedagogical applications of systemic functional linguistics (SFL) for improving writing instruction for elementary English learners (ELs) in the United States. However, there are few syntheses of the existing scholarship, particularly with regard to student outcomes. This article reviews the empirical scholarship from the last decade, considering how teacher training in SFL theory and pedagogy impacts writing and disciplinary learning outcomes for ELs. Four central themes emerged from this review, highlighting the potential for SFL-informed pedagogies to support elementary ELs in (1) composing genre-specific texts, (2) mastering academic language and literacy skills, (3) learning across academic disciplines, and (4) developing critical language awareness. We close with a discussion of the implications of these findings, limitations in the existing scholarship, and future directions of this work.

Investigating in-Service Foreign Language Teachers’ Beliefs About Using Information and Communication Technology

This study investigates foreign language teachers’ beliefs about information and communication technology (ICT) and factors contributing to their belief formation through in-depth interviews with eight teachers and the principal of a public primary school. The participants held overall slightly positive attitudes towards the effectiveness of ICT in English education but believed it played only a subsidiary role in their pedagogical practices and professional development. Elementary English teachers’ ICT-related beliefs were shaped by individual-, institutional-, and policy-level factors. The study extends belief-related components of the technology acceptance model (TAM) by clarifying the external variables into three-level factors. The results suggest the need for in-service teacher education programmes and joint efforts from individual teachers, school management, and government authorities catering to teachers’ ICT beliefs.

A Study on the Perceptions of Elementary School Teachers on Elementary English Education Policies

A Study on the Perceptions of Elementary School Teachers on Elementary English Education Policies

A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement

ABSTRACT We examined the effect of learning English as a foreign language in early childhood on children’s later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children’s early English learning experience, we employed propensity score matching (PSM) and coarsened exact matching (CEM) techniques and generated balanced samples based on children’s demographic, parent-child interactional and socio-economic characteristics. We found that the experience of early childhood English learning alone positively contributed to later English language and Chinese language achievement and also to attitudes toward English learning. The findings provide important evidence that limited exposure to English before elementary school does not harm Chinese learning. They also have educational implications that encourage educators to continue helping students develop genuine interest in English learning and maintain their high level of motivation starting at a very young age.

Development and application of the integrated model of elementary English and career education: Enhancing students’ English learning motivation

This study aims to develop an integrated model of elementary English and career education. It also examines the effects of the model on students’ development from its application in English lessons. Sixty-two fifth graders participated in this study, and eight lessons were conducted. The data included teacher journals and student worksheets, reviews, interviews, and pre and post surveys. The surveys were analyzed using t-test, and other data were qualitatively analyzed. The findings are as follows: First, the integrated English-career education program improved the students’ English abilities and awareness of careers through cultural and real-life activities in various contexts. Second, the program enabled students to develop self-management competency by increasing their learning motivation, autonomy, and willingness to communicate in English. Such improvements were achieved through diverse individual and collaborative activities such as imagining L2 self using English as an international language for their career. Third, the program had positive influences on strengthening the students’ intrinsic and extrinsic motivations for learning English and building their ideal L2 selves. The study suggested that more effective English-career integrated programs should be developed considering their effects on students’ development in English and career education. Further important implications were discussed regarding English-career education integrated programs and English teacher education.

An Analysis of the Culture Sections in the 3rd and 4th Grade English Textbooks for the 2015 National Curriculum of Elementary English

An Analysis of the Culture Sections in the 3rd and 4th Grade English Textbooks for the 2015 National Curriculum of Elementary English

An Analysis of the Learning Strategies in 3rd and 4th Grade Elementary English Textbooks of 2015 Revised Curriculum

An Analysis of the Learning Strategies in 3rd and 4th Grade Elementary English Textbooks of 2015 Revised Curriculum

Elementary English Teachers’ Perception toward Future of English Education

Elementary English Teachers’ Perception toward Future of English Education

THE USE OF TEACHER’S CODE SWITCHING IN ENGLISH TEACHING

This research is to describe code switching that teacher used in teaching process. The researcher wants to analysis the type and the function of using code switching by teacher because English is not compulsory subject in elementary school and English is still unfamiliar for Indonesian students. The subject was English teacher who teaches in seventh grade at SMPN 1 Parungponteng, Tasikmalaya. Based on the research, the teacher practiced code switching in order to help the students in delivering materials. In the process of code switching, the teacher practiced Bahasa Indonesia, Sundanese and English. The aims of this research were to classify the types of code switching and functions of code switching. It was descriptive qualitative research designs of which instrument are both observation and interview. The findings from the data analysis indicated that the types of code switching were found in three types: inter-sentential switching, intra-sentential switching, tag switching. The functions of code switching used by the teacher were found three functions: message reiteration, message qualification and interjection. Furthermore, the type reason of using code switching by teacher based on interview was repetition used for clarification because the teacher wants students understand what teacher has explained. Keyword: code switching, sociolinguistics, bilingualism, English as a foreign language, EFL teaching.

2015 개정교육과정에 따른 초등영어 3-4학년군 지도서 분석 : 문장생성감각 형성의 관점에서 본 단원 구성

2015 개정교육과정에 따른 초등영어 3-4학년군 지도서 분석 : 문장생성감각 형성의 관점에서 본 단원 구성

Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn

Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.

Fostering creativity and language skills of foreign language learners through SMART learning environments: Evidence from fifth‐grade Korean EFL learners

Teachers are faced with the demand to teach their students to be competent individuals in the 21st century so that they are prepared for any challenges they may face in their lives. To meet this need, many educators have identified creativity as a necessary competence of the 21st century. To this end, integrating SMART (Self‐directed, Motivated, Adaptive, Resource‐enriched, and Technology‐embedded) education, which is a new paradigm of technology‐embedded learning, can help English language learners’ creativity as well as language development. Therefore, this study explored how SMART learning environments affect elementary English as a foreign language (EFL) students’ creativity and English ability. Twenty‐seven fifth‐grade EFL students participated in this study and were involved in creativity‐enhanced English activities for 12 weeks. Data include the results of students’ Torrance Test of Creative Thinking, English tests, and a perception survey. Paired‐samplest‐tests were conducted to compare the pretests and posttests for students’ creativity and English ability scores. The results revealed a statistically significant increase in the creative thinking skills of fluency, flexibility, and originality. In terms of English, students’ speaking and writing abilities showed meaningful improvement. Based on the findings, several suggestions are proposed for language teachers and teacher educators.

A Study on the Perceptions and Attitudes of Working Parents toward Elementary English Education for their Children

A Study on the Perceptions and Attitudes of Working Parents toward Elementary English Education for their Children

The effect of the Four Corners Vocabulary Chart activities with different task-induced involvement on the vocabulary acquisition of elementary English.

This study aimed to investigate the effects of the Four Corners Vocabulary Chart activities with different task-induced involvement on the vocabulary acquisition of elementary English. The Four Corners Vocabulary Chart is a personal dictionary which has the target word written on the front, with four different things on the back. Sixty six learners of forth grade-level were divided into three groups, two experimental groups and one controlled group. The experimental groups learned vocabulary using the Four Corners Vocabulary Chart activities with different task-induced involvement, while the controlled group learned vocabulary implicitly using text books. The data included vocabulary knowledge tests, surveys and interviews. The data were analyzed quantitatively and qualitatively. Here are the results of the data analysis: (1) The Four Corners Vocabulary Chart activities had effect on the vocabulary acquisition of elementary English; (2) The activities with high task-induced involvement were more effective in the acquisition of the productive vocabulary knowledge; (3) The experimental groups showed better interest and confidence on vocabulary learning; (4) Learners with high and middle level showed statistically meaningful improvement in the aspect of vocabulary knowledge. In addition, learners’ affective responses were different depending on their ability levels. This study provides teachers with important implications regarding the effective vocabulary learning method in EFL context.

2015 개정 초등영어 교과서 문화 분석-3‧4학년 교과서를 중심으로-

Cultural awareness is one of the basic elements for consideration for the teaching of foreign languages in elementary schools. The National English Revision to the 2015 Elementary English Textbook acknowledges the importance of including English cultural instruction in English language classrooms to facilitate learning between the learners’ cultures and those of the target language. This paper investigates the conformity of cultural elements implicated in the Elementary English Textbook based on 2015 revised National Curriculum. This study shows those elements that are unsuitable for the cognitive and affective levels of development associated with elementary school students. Culture teaching elements unconnected to the target lesson objectives were also found and discussed in this study. Finally, this study suggests some guidelines for choosing and developing useful cultural elements and strategies for elementary school English language teaching. (Gongju National University of Education)

Elementary English Teachers’ and Learners’ Perceptions and Preferences Regarding Written Corrective Feedback

Elementary English Teachers’ and Learners’ Perceptions and Preferences Regarding Written Corrective Feedback

초등영어문화지도에 대한 예비교사들의 인식과 예비교사교육에 대한 시사점

초등영어문화지도에 대한 예비교사들의 인식과 예비교사교육에 대한 시사점

Teachers’ and Students’ Perceptions of Elementary English Teachers’ Expertise in Instruction and Assessment

Teachers’ and Students’ Perceptions of Elementary English Teachers’ Expertise in Instruction and Assessment

Converging on quality: Examining multiple measures of teaching effectiveness

The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed.