An Effect of the Private English Education Experience on the Middle School Students’ Listening and Reading Abilities and Affective Characteristics
KIM, MIN JUNG
English Education Major
Graduate School of Education
Hankuk University of Foreign ...
An Effect of the Private English Education Experience on the Middle School Students’ Listening and Reading Abilities and Affective Characteristics
KIM, MIN JUNG
English Education Major
Graduate School of Education
Hankuk University of Foreign Studies
This aims at exploring the influence early private English education has on middle school first graders’ English learning ability (listening and reading), and their affective characteristics (interest, confidence, attitude, and anxiety) during their public education.
The primary resources for this study were a linguistic ability test, questionnaires and the observation of private middle school first graders. The first group comprised two classes located in PusanCity(134students), and the second was four classes from Seoul and Gyeonggi Province. The results were compared and analyzed, in order to find out the difference between districts. First, a listening comprehension test was substituted for a common listening test supervised by a nation-wide education agency conducted in April 2009, and a reading test was implemented by extracting 10 questions from the 2008 national achievement test for the middle school second graders. Second, questionnaires composed of 35 questions in total were divided among students who had had early private English education, and those who had not. Lastly, over four weeks six-round non-participation observation was conducted focusing on the presentation of the students who had had early private English education.
The results of questionnaires were examined centering on whether to have early English education with particular reference to Pusan, Seoul and Gyeonggi Province. The ratio of the students who had previously participated in private English education was 66.7%, 176 of 264 in general. In terms of district, students in Seoul and Gyeonggi Province represented 80% while those in Pusan represneted 53.7%. 63.3% of the sample were currently engaged in private English education of some form. Students in Pusan (51.5%) were less active in private education than their counterparts in Seoul (75.4%).
In terms of the influence of early private English education upon the students’ affective characteristics, on the whole, students’ interest English class was rated at an average of 2.58 out of 5 points. There was no statistically significant difference according to whether they had experienced early private English education or not, but the students who did have experience (2.61) showed a little higher interest than those who did not (2.51).
In terms of district, the students from Pusan (2.64) showed higher interest than those in Seoul and Gyeonggi Province (2.51), but there was no statistically significant result. In terms of confidence in English class, the student average was 2.67 out of 5 points. Fewer students than expected expressed an interest in the language.
Students who had experienced early private English education were more inclined to take an interest in English (2.87) than those who had not (2.25). This is a statistically significant result.
There was a negligible in interest based on geographic location with the Pusan sample polling an average of 2.66 points, and the Seoul and Gyeonggi Province sample showing 2.67 points.
In terms of English learning attitude, the whole sample’s attitude toward English class was an average of 2.91out of 5 points. Those who had early private English education (3.08) showed higher result than those who had not (2.59) which is a statistically significant result.
In terms of district difference, the students in Pusan (3.05) were more positive than those in Seoul and Gyeonggi Province (2.78) in English learning attitude.
Finally, in terms of anxiety about English learning among the sample students, there was a high proportion of students who were not anxious about learning, 2.58 out of 5 points. The students who had no early private English education (2.95) were more anxious about English class than those who had (2.95). In terms of the district difference of anxiety over English classes, students in Seoul and Gyeonggi Province (2.52) were less anxious than those in Pusan (2.64). Again, this ws not statistically significant.
The results from the testing revealed that students who had early private English education achieved average 88.61 points on the listening test, while those who had not such education achieved 69.00 points. On the reading test, the former obtained an average of 8.24 points, and the latter an average of 6.10 points. It showed a significant result statistically.
As to the results of observing the average number of presentations during a class, the number of students who made a presentation more than once was far more than those who did not make a presentation at all. In terms of participation in the class, there was no significant difference between the former and the latter.
This study found that early private English education had a positive influence upon middle school students’ linguistic ability and English class. There was also some influence upon the sample group’s affective characteristics. As parents, students and teachers’ awareness of the importance of private English education is expanded, and the actual rate of students’ participation in private education is increasing, it is necessary to develop strategies to bring both public education and private one together as one.
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