Primary English Education Research Articles

An analysis of the English curriculum vocabulary lists and regulations: a thematic clustering for primary English education

An analysis of the English curriculum vocabulary lists and regulations: a thematic clustering for primary English education

The Role of AI Technology in Constructing Digital English Classrooms in Underdeveloped Areas

As a key part of basic education, English education in primary schools is of great significance to the personal development of students and the construction of society and has received extensive attention from society. However, primary English education in underdeveloped regions of China is still relatively backward. In recent years, the rapid development of AI technology has realized information communication in education, which has become the key force in promoting the digital transformation of English classrooms in underdeveloped regions and the potential to bridge the education gap between areas. This paper is based on the teaching characteristics of the current primary school English subject, combined with the current development of AI technology applied to English teaching, for building the digital classroom of primary school English in underdeveloped areas puts forward the following relevant recommendations. China should accelerate the implementation of infrastructure construction and technology introduction in underdeveloped areas, and strengthen the training of digital literacy and media awareness for primary school English teachers. Primary schools in underdeveloped areas should use AI technology as a teaching aid to build a "double-teacher" English classroom teaching mode and a curriculum feedback platform based on this technology, to effectively promote the digital transformation of English classrooms in underdeveloped areas.

The Tracing Investigation on Training Quality of Government-sponsored Primary English Education Graduates under the Perspective of Outcome-Based Education (OBE) ——Taking the Graduates of 2011 of Heyuan Polytechnic as an Example

In order to gain a deeper understanding of their career development since graduation, this study conducted interviews with the government-sponsored graduates of 2011,which mainly centred around their fundamental motivations for teaching in rural areas, their self-growth and professional development trajectories, future career development directions and planning, teaching effect and influential social contributions, etc. The results show that talents training objectives for primary English education major is highly achieved ;government-sponsored graduates are firmly dedicated to teaching in rural areas;they have a strong drive for professional development, and the talents training mode of government-sponsored graduates has obtained good results; Accordingly, suggestions were proposed to optimize the talents training of primary English education based on outcome-based education.

Assessing the development of primary English education based on CIPP model—a case study from primary schools in China

Assessing the development of primary English education based on CIPP model—a case study from primary schools in China

核心素养视域下乡村小学初级英语教育优化策略研究

Since the 20th National Congress of the Communist Party of China, the nation has prioritized educational development within the overarching strategy of rural revitalization, adhering to the philosophy that “education is the fundamental project for the century”. To align with the new development context and advance the deep implementation of the rural revitalization strategy, rural primary English education activities should embody a student-centered educational philosophy under the new curriculum reform. The ultimate goal is to achieve core literacy in students, deeply integrate local resources, foster a connection to local culture, enhance students’ English academic proficiency, innovate teaching models, and promote comprehensive development in morals, intelligence, physique, aesthetics, and labor skills. This paper focuses on the primary education level, exploring the significance, challenges, and enhancement strategies of English teaching in rural primary schools, providing insights and references for the implementation of similar educational initiatives.

Application and Challenges of Artificial Intelligence in Primary English Education: Opportunities and Strategies

Application and Challenges of Artificial Intelligence in Primary English Education: Opportunities and Strategies

초등영어교육에서의 창의성 연구 동향 및 지도 방안 탐색

The purpose of this study is to explore creativity research trends and suggest
 instructional guidance in primary English education. To accomplish these objectives,
 researchers first examined 79 research theses and articles with four main categories
 of analysis: 1) research period and status, 2) subjects, 3) methods, and 4) topics. The
 results showed that the number of research articles has increased since the 2009 revised
 national curriculum which stated creativity directly for the first time. Among the
 various subjects, there were more studies on non-human subjects such as teaching
 and learning methods than studies on humans such as students and teachers. The most
 preferred method was quantitative research and the most-discussed topic was teaching
 and learning methods. Moreover, on the basis of literature research and researchers’
 experiences, researchers suggested creativity instructions specifically in primary
 English in four aspects: 1) cognitive and language, 2) contents, 3) teaching and learning
 methods along with ongoing assessment and evaluation, and 4) teachers and
 environment. Teachers and researchers can reference these instructional guidance in
 planning and implementing creativity in primary English education. Above all, to
 enhance creativity education in primary English, teachers need to recognize clear
 creative guidance directions in language education and work with schools and local
 organizations as well as fellow teachers to ensure that creativity education is established
 in the field.

학교 밖 교사학습공동체를 통한 수업 개선 사례 연구: 충남초등영어교육연구회를 중심으로

학교 밖 교사학습공동체를 통한 수업 개선 사례 연구: 충남초등영어교육연구회를 중심으로

Research on the Problems and Countermeasures of the Educational Internship Model of Normal Majors in Higher Vocational Colleges—Take the Primary English Education Major of Hubei Preschool Teachers College as an Example

Research on the Problems and Countermeasures of the Educational Internship Model of Normal Majors in Higher Vocational Colleges—Take the Primary English Education Major of Hubei Preschool Teachers College as an Example

Wastewater monitoring for detection of public health markers during the COVID-19 pandemic: Near-source monitoring of schools in England over an academic year.

Schools are high-risk settings for infectious disease transmission. Wastewater monitoring for infectious diseases has been used to identify and mitigate outbreaks in many near-source settings during the COVID-19 pandemic, including universities and hospitals but less is known about the technology when applied for school health protection. This study aimed to implement a wastewater surveillance system to detect SARS-CoV-2 and other public health markers from wastewater in schools in England. A total of 855 wastewater samples were collected from 16 schools (10 primary, 5 secondary and 1 post-16 and further education) over 10 months of school term time. Wastewater was analysed for SARS-CoV-2 genomic copies of N1 and E genes by RT-qPCR. A subset of wastewater samples was sent for genomic sequencing, enabling determination of the presence of SARS-CoV-2 and emergence of variant(s) contributing to COVID-19 infections within schools. In total, >280 microbial pathogens and >1200 AMR genes were screened using RT-qPCR and metagenomics to consider the utility of these additional targets to further inform on health threats within the schools. We report on wastewater-based surveillance for COVID-19 within English primary, secondary and further education schools over a full academic year (October 2020 to July 2021). The highest positivity rate (80.4%) was observed in the week commencing 30th November 2020 during the emergence of the Alpha variant, indicating most schools contained people who were shedding the virus. There was high SARS-CoV-2 amplicon concentration (up to 9.2x106 GC/L) detected over the summer term (8th June - 6th July 2021) during Delta variant prevalence. The summer increase of SARS-CoV-2 in school wastewater was reflected in age-specific clinical COVID-19 cases. Alpha variant and Delta variant were identified in the wastewater by sequencing of samples collected from December to March and June to July, respectively. Lead/lag analysis between SARS-CoV-2 concentrations in school and WWTP data sets show a maximum correlation between the two-time series when school data are lagged by two weeks. Furthermore, wastewater sample enrichment coupled with metagenomic sequencing and rapid informatics enabled the detection of other clinically relevant viral and bacterial pathogens and AMR. Passive wastewater monitoring surveillance in schools can identify cases of COVID-19. Samples can be sequenced to monitor for emerging and current variants of concern at the resolution of school catchments. Wastewater based monitoring for SARS-CoV-2 is a useful tool for SARS-CoV-2 passive surveillance and could be applied for case identification and containment, and mitigation in schools and other congregate settings with high risks of transmission. Wastewater monitoring enables public health authorities to develop targeted prevention and education programmes for hygiene measures within undertested communities across a broad range of use cases.

Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities

AbstractThe growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever‐growing number of classes of ever‐younger learners. However, it is not clear what stands at its core because it has not received the attention it deserves, and reports on its status quo are almost non‐existent. This qualitative study was conducted to shine the spotlight on some local realities and challenges faced by Iranian TEYL to trigger more intensive research and informed discussion into this Cinderella area of scholarship. The findings regarding each aspect are presented and discussed along with implications and directions for future research.

초등 4학년 26명의 영어학습 흥미도 발달을 위해 모바일 앱 활용 영어활동 적용 실행연구

Objectives In this study, for the purpose of improving 26 4th graders’ English learning interest, a homeroom teacher conducted an action research study and helped their mobile-app-based English learning and her adviser supervised the teacher to conduct the research study successfully, according to qualitative research tradition. Although many theorists and scholars propose promising effects of mobile-app-based English learning there is not much mobile-app-based English learning research conducted with primary school students and teachers at public primary school settings. This is an action research study to fill the gap in the previous studies.
 Methods During the spring semester of 2022, 26 elementary school students in a southern province performed mobile-app-based English learning activities with their homeroom teacher in a 30-minute morning-class session and in a 40-minute club activity session. Teacher observation reports, survey results and interview data are collected before, in or after the mobile-app-based English teaching/learning class.
 Results The first result is that almost all of the 26 students liked the English learning activity of singing English songs using YouTube app. As for the second result, among the four English learning apps applied in the study, most of the students liked the Dino Buddies series of the Little Fox app and the Kahoot word quiz app the most, and low-English-learning-autonomy students liked the ‘FunEasyLearn’ English app the most. The third result is that all 26 students' interest in learning English improved while participating in the study, with varying degrees of improvement. The fourth result is that the preference for mobile-app-based English learning activities varies greatly by student according to the level of English-learning interest improvement.
 Conclusions The results of the study showed that 26 students who conducted English learning using mobile apps for one semester developed interests in learning English and that they all had various preferences for mobile-app-based English learning activities. Based on the study results, it can be predicted that the learning effect will be maximized if mobile-app-based English teaching is carefully planned and implemented according to the characteristics, autonomy, personality, and English proficiency levle of each student as a learner. In particular, when carrying out mobile-app-based English teaching for students with low autonomy, it would be very helpful if an individual learning helper or an assistant teacher helps their learning. It seems that further research is still needed to know how to implement mobile-app-based primary English education for Korean learners.

A Modeling of Multimodal Literacy-based Digital Storytelling Class in Primary English Education

본 연구는 초등영어교육에서 다중모드 리터러시 개념을 반영한 디지털 스토리텔링 수업모형을 구안하고 이를 반영한 차시별 수업 전개 사례 제시를 목적으로 한다. 본 연구의 수업모형은 다음과 같이 5단계로 구성된다. 1단계에서는 이야기 중핵을 활용하여 분석한 이야기의 핵심 내용과 영어 학습 정보를 구체화하여 스토리맵을 작성하고 이를 활용한 이야기 브레인스토밍을 통해 디지털 변환을 연습한다. 2단계는 다중모드 변환과 텍스트 변형 계획을 수립하는 다중모드 처리 단계이다. 3단계인 스토리보드 작업은 디지털 스토리텔링 실행에 필요한 의사결정을 완료하는 것으로 지금까지의 정보가 디지털 스토리텔링에 적합한 방식으로 구체화된다. 4단계에서는 학습자들이 협력하여 디지털 스토리텔링을 제작한다. 마지막 5단계에서는 학습자 간 결과물 공유와 수정을 통해 상호작용의 양과 질을 높이고 결과물의 완성도를 높인다. 이를 토대로, 본 연구는 5단계의 수업모형을 교실 상황에 적용하여 7개 차시 분량의 수업 전개, 활동 예시, 교수·학습상의 유의점으로 구체화하였다.

What made primary English education in Japan different from the global trend? A policy process analysis

This paper aims to examine the policy process of implementing English education in primary schools in Japan, focusing on two reforms: (1) the introduction of a mandatory subject in 2011, emphasising cross-cultural experiences (rather than English skill development) and (2) the introduction of English as a formal subject in 2020. The paper investigates the underlying reasons for these policy changes through the two policy-process theories: windows-of-opportunity theory and historical institutionalism. Analysis of governmental documents revealed that (1) the 2011 reform can be considered a consequence of the path dependence effect accelerated by a peculiar reform in the 1990s, and (2) the 2020 reform can be attributed to a change in the political power balance within the government, originating from the late 1980s. These findings indicate that even some globally orientated policies like English education reform can be determined by historical/political conditions that are largely characterised as domestic, rather than global.

‘초등영어교육’ 학술지 연구 동향 토픽모델링

This study aims to analyze the research trend in Primary English Education from Volumes 1 to 27, focusing on its relation with the English education policies to examine the relationship between academic research and education policy. To this end, English abstracts of the entire research in the journal corresponding to the investigation period were collected as digital texts, preprocessed, and analyzed by LDA topic modeling using the R program. The results revealed that research topics such as teacher education and teaching methods were constantly investigated. It also confirmed that the English education policies at a particular time had a direct impact on the research trend (e.g., immersion program and TEE policy) or the concepts derived from the specific policies had an indirect impact on the research (e.g., teacher and learner variables). In addition, this study found that researchers were steadily interested in literacy education, learner assessment, and textbook analysis regardless of the policies, as the topics are significantly related to teaching and learning. Finally, the implications for the necessity of simultaneous interaction with research and policy were discussed based on the findings.

Primary English Language Education Policy in Vietnam’s Disadvantaged Areas: Implementation Barriers

In the context of English as a global language, compulsory English language education at the primary level has become an inevitable trend in many non-English-speaking countries, including Vietnam. However, there have been concerns regarding how English language policy is realised across contextual settings, especially in rural and remote areas of Vietnam. Based on language-in-education goals, this article investigates English language policy implementation in Vietnam’s rural and remote areas from the perspective of primary English teachers from 2008 onwards. The present paper employs a desk review of existing literature, policy analysis, and semi-structured interviews. Data collected from multiple sources show the inequality of access to English language learning in the rural localities. The findings also indicate a significant gap between the current English language policy goals and implementation in the rural primary sector regarding slow execution, curriculum variations, limited teaching resources, inappropriate pedagogy, and assessment. These problems have been accelerated due to a shortage of teachers as well as inconsistency and limitations related to pre-service teacher training programs and recruitment. Identifying significant challenges of English language policy implementation in the Northwest of Vietnam helps shed light on primary English education in remote and marginalised regions. Therefore, the recommendations target policy makers, teacher educators, and stakeholders to assist primary English teachers in rural areas to improve and advance the success of primary English education in Vietnam’s remote areas and beyond the specific context to which it refers.

A Practical Study on Value-Added Assessment in Primary English Education

As a programmatic document to guide the reform of educational assessment, the “General Plan for Deepening the Reform of Educational Assessment in the New Era” clearly points out the requirement for exploring value-added assessment [1]. In the process of exploring, Tennessee Value-Added Assessment System (TVAAS), which was implemented in Tennessee, United States in 1992, has a certain referential significance to the practice of assessment reform in primary English education [2]. This study aims to build a value-added assessment model in line with China’s learning conditions by using big data and carry out pilot experiments in order to promote the development of educational assessment in primary schools.

Application of Oral Communication Teaching in Primary English Education

Application of Oral Communication Teaching in Primary English Education

Research on Language Activities That College Students in the Teacher Training Course Want to Practice in Primary English Education

Research on Language Activities That College Students in the Teacher Training Course Want to Practice in Primary English Education

Analysis of picture book vocabulary and sentence complexity based on the 2015 revised national English curriculum

This study explores the possibility of using English picture books to supplement the English input in primary English education. To this end, a corpus of 107 popular English picture books was constructed and analyzed in the context of the revised national English curriculum of 2015. Vocabulary in the corpus was compared with the basic vocabulary lists of the national curriculum, and the syntactic complexity of sentences in the picture books was compared with the syntactic complexity of the example sentences of elementary-level language forms in the national curriculum. The results show that the vocabulary and syntactic complexity of picture books of ATOS book level 0-2 are generally suitable for elementary school students. Lexical analyses also reveal that picture books contain exclamations, onomatopoeia, colloquialisms, and words that children can relate to their everyday life, which are likely to function as authentic input in primary English education.