플립 러닝 환경의 또래 교수에서 초·중학생의 영어 쓰기 능력 및 수업에 대한 만족도 연구 (A study on English writing ability and satisfaction level of elementary and middle school students in a peer tutoring class in flipped learning environment)

서지정보

· 발행기관 : 한국ESP학회
· 수록지 정보 : ESP Review / 2권 / 2호 / 84 ~ 99페이지
· 저자명 : 한주현

초록

This study aims to investigate the influence of peer tutoring on English writing achievement and learning satisfaction in a flipped-learning class. For this purpose, three fifth graders in elementary school and two second graders in middle school were given a total of 12 experimental classes for 5 weeks and individual interviews were administered. The results of the study show that all of them improved their English writing and were more satisfied with their peer tutoring. Those who had been assessed to be relatively unfamiliar with English writing showed a positive attitude toward writing their thoughts as the class progressed and were shown to write English in consideration of consistency and grammatical elements. The students who first learned what they would learn by flipped learning had no major difficulty in helping their peers. In addition, those who experienced both tutor and tutee improved their confidence, and interaction with peers led to a positive and cooperative class atmosphere. The students who had been fixed to the role of tutee, following instructions, came to understand tutee position by acting as a tutor to lead the class. By making their own examples and asking questions to their peers, they came to understand the process of learning. It shows that learners will be able to experience sincere learning if they are effectively linked with flipped-learning along with various peer tutoring. Based on the findings, some pedagogical implications are provided for peer tutoring on English writing in a flipped-learning class.

영어초록

This study aims to investigate the influence of peer tutoring on English writing achievement and learning satisfaction in a flipped-learning class. For this purpose, three fifth graders in elementary school and two second graders in middle school were given a total of 12 experimental classes for 5 weeks and individual interviews were administered. The results of the study show that all of them improved their English writing and were more satisfied with their peer tutoring. Those who had been assessed to be relatively unfamiliar with English writing showed a positive attitude toward writing their thoughts as the class progressed and were shown to write English in consideration of consistency and grammatical elements. The students who first learned what they would learn by flipped learning had no major difficulty in helping their peers. In addition, those who experienced both tutor and tutee improved their confidence, and interaction with peers led to a positive and cooperative class atmosphere. The students who had been fixed to the role of tutee, following instructions, came to understand tutee position by acting as a tutor to lead the class. By making their own examples and asking questions to their peers, they came to understand the process of learning. It shows that learners will be able to experience sincere learning if they are effectively linked with flipped-learning along with various peer tutoring. Based on the findings, some pedagogical implications are provided for peer tutoring on English writing in a flipped-learning class.

참고자료

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