모둠 구성 차이에 따른 ICT 활용 과제기반 중학교 영어 수업의 효과

• 영문명: Effects of different groupings in middle school task-based English class using ICT
• 발행기관: 한국외국어교육학회
• 저자명: 김정렬(Kim Jeong-ryeol) 권영선(Kwon Young-sun)
• 간행물 정보: 『Foreign Languages Education』Vol.11 No.4, 319~342쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.12.01

영문 초록

The purpose of this study was to determine the most effective method of forming cooperative small groups for middle school English classes using ICT. To achieve this goal, the two experimental classes composed of 73 middle school 2nd graders were taught in a task-based teaching-learning model using ICT for 12 weeks. Throughout the 12-week period, two types of grouping models were applied to the students: Experimental class A consisted of differentiated heterogeneous group based on the regular English examination marks, and experimental class B was made up of a differentiated heterogeneous group based on the ICT skill standard for student (ISSS). The study discovered the small group based on the ISSS showed significantly different statistical results in the cognitive, affective and information-using skills. The ISSS could be used as an additional criterion in forming small groups for middle school English classes. In fact, the study shows that it creates better results than the traditional grouping based on learners' English grades if the lessons are given in using ICT.

목차

Abstract

Ⅰ. 연구의 필요성 및 목적

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 결과 분석

Ⅴ. 결론 및 제언

참고문헌

부록 1

부록 2