파워티칭을 적용한 초등학교 4학년 영어 수업에 관한 연구

Abstract

The purpose of this study is to apply the Power Teaching instructional model validated by contemporary brain research to English class in fourth grade elementary school students to measure cognitive domain and affective domain. Academically, it aims to develop language skills such as listening, speaking and reading through Power Teaching's instructional techniques and strategies. Also, it plans to build motivation, interest, and self-efficacy in the process of learning by producing peaceful classrooms full of orderly fun, and by encouraging students to work together as a class, small groups or pairs in a positive way. This study was conducted once a week for 15 weekly classes, each class lasting forty minutes. Students were divided into two classes; the experimental class and the control class. Each class consists of 28 students. The experimental class was compared to the control class to detect whether Power Teaching's instructional model had an effect on language skills and the affective domain.To analyze the effects, a speaking ability test, a reading ability test, a listening ability test, and the evaluation sheet of the affective domain were conducted before and after the experiment. Additionally, interviews with students were implemented during the experiment. The data of collected materials were analyzed by using SPSS's t-test statistically. The results of this study are as follows: First, the Power Teaching improved language skills, such as speaking and reading in my research. Especially, the lower level students and rebellious students in the experimental class achieved significant results on the post-tests. Second, the Power Teaching has a positive effect on the students' attitudes toward a lesson. As the result showed, it improved fourth grade students'participation, motivation and confidence through interaction and game-based learning. Third, through interviews with students, the result indicated that most of the students were satisfied with the Power Teaching methods. In conclusion, the Power Teaching instructional model is well suited to fourth grade English classes in Korea. It is effective in developing language skills and reinforcing the students'affective domain. Some suggestions related to this study can be made as follows: First, the study should focus on the benefits of the Power Teaching model for teachers rather than the benefits for students. The Power Teaching model is very helpful for teachers to learn how to control students'behaviors positively instead of yelling, scolding, and using punishment and how to create an engaging classroom environment in the learning process. Second, the research on the variables of ages, subjects, and students needs to be widely performed. This study was only done with two typical classes of 28 students in H elementary school. The PowerTeaching instructional method can be implemented to all classrooms on the basis of scientific studies. Consequently, my research and the research of many others have established that the Power Teaching instructional method is a powerful way for students and teachers to learn and teach English more easily than any other traditional method.