关于学习者和家长对小学英语沉浸式教育看法的比较研究:以首尔一所小学为例

Nahyun An, Minsun Sung, Hannah Noh, Woori Choi, Dakwon Kim
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引用次数: 0

摘要

目的 本研究旨在调查韩国 EFL 环境下小学生和家长对沉浸式英语教育的看法和意见,以了解沉浸式英语教育在促进自然和自主语言习得方面的作用。方法 对居住在首尔江北区的三至六年级小学生及其家长进行了一项调查,以评估他们对英语浸入式教育的看法。对数据进行了独立样本 t 检验。调查工具涵盖了英语浸入式教育的各个方面,包括总体满意度、学习方式、学业成绩和英语语言技能的有效性。结果 研究结果表明,学习者和家长对英语浸入式教育的满意度都很高,两组之间没有显著差异。英语浸入式教育在情感领域、学习风格和总体学业成绩方面对学习者和家长产生了积极影响。特别是,家长认为英语浸入式教育对提高学习者的学习兴趣和自信心有更大的作用。此外,学习者和家长都认识到英语浸入式教育对阅读、写作、听力和口语技能的积极影响,但在认识和效果排名上存在差异,尤其是在阅读和口语领域。学习者和家长对英语浸入式教育的弊端认识不足。此外,两个群体都对全面实施英语浸入式教育持积极态度,认识到其在提高英语水平和实际交流技能方面的潜力。结论 根据本研究的结果,学习者和家长都承认英语浸入式教育的积极作用,强调其在提高学生的英语水平和实际交际能力方面的潜力,从而在实现小学英语教育目标方面发挥关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Comparative Study on the Perceptions of Learners and Parents on Elementary English Immersion Education: Focusing on A Elementary School in Seoul
Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.
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