STAD 협동 독해수업에 대한 학습효과

• 발행기관: 한국영어어문교육학회
• 저자명: 황선유
• 간행물 정보: 『영어어문교육』영어어문교육 제24권 제2호, 201~225쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

The current study aimed to investigate class effectiveness on college students’ reading ability and their affective factors when applying a STAD cooperative learning method to an English reading class. The 47 participants taking English reading level 1 took pre- and post- reading tests to compare their reading ability. Of 47 students, 25 who took part in the STAD class completed two different kinds of questionnaire assessing students’ perception of STAD and class effectiveness including class participation, class satisfaction, students’ interest, and usefulness. The results said the STAD cooperative class was more effective than teacher-led class for improving students’ English reading ablity. In details, it made a significant difference in reading scores rather than vocabulary. Also, the more proficient students showed higher levels of class participation, academic interest, and usefulness, while the less proficient were more satisfied with the cooperative learning. The correlation analysis indicated that their satisfaction levels with the cooperative learning were related to usefulness and suitability of the method. According to the follow-up interview, the method brought about a closer relationship among students in a team and they performed their cooperative task successfully in a variety of ways, depending on their learning styles.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과 및 논의

V. 요약 및 결론

키워드

협동학습 STAD 협동학습 동료피드백 정의적 요인 영어독해 cooperative learning STAD cooperative learning peer feedback affective factors English reading