This study aims to investigate whether 'Teaching English through English' would be efficient for elementary school students' English listening abilities and learning attitudes(interest, motivation, self-esteem and anxiety).
The subject of this study ...
This study aims to investigate whether 'Teaching English through English' would be efficient for elementary school students' English listening abilities and learning attitudes(interest, motivation, self-esteem and anxiety).
The subject of this study include a total of 250 third and fifth graders in an elementary school in Gwangju Metropolitan City. The subjects were divided into an experimental group taught only in English and a comparison group used both in English and Korean in the classes. All conditions were controlled and the only different one was instruction language. Their treatment of this experiment was performed for eighteen weeks from March to July. Both groups were evaluated with the same listening tests and questionnaires before and after the experiment. The groups were compared with each other in their scores in listening tests and questionnaires with t-test, using SPSS 10.1 statistics package.
The findings of this study were as follows:
First, the results of the study indicated that students in the third grade of the experimental group were significantly more improved in listening achievement test than the ones in the comparative group, especial1y in advanced level and intermediate level. However, no significant differences between the two groups were found in fifth graders. Second, fifth grade students in the experimental group were significantly more interested than the ones in the comparative group. However, in third graders, no significant differences between the two groups were found in affective areas. Third, the third grade students, especial1y in advanced level, felt more interest in English and became confident. Also, the students in the advanced level of the experimental group and the lower level of the comparison group tended to show less anxiety. However, in fifth graders, no significant differences between the two groups were found in affective areas(interest, motivation, self-esteem, and anxiety). Although the effects on learning attitudes were weak, the result of the comparison of the scores indicated that the students' interests were improved regardless of their levels. And the lower level students of the experimental group revealed the improvement in motivation and self-esteem and the decrease in anxiety. Finally, the questionnaire results of the students' perception about 'Teaching English through English' showed that it was more beneficial to the students in the experimental group than the ones in the comparative group. And experimental group students wanted their teachers to go on teaching English though English.
From this study some suggestions were made to implement 'Teaching English through English' more effectively. First, the experiment should be done in a long-term and the size of subjects should be bigger. In this study, only two graders were used as a sample and examined on a short-term basis. So, in order to produce more generalized results, the experiment should be done both on a long-term basis and on a large scale. Second, teachers should exert an effort to improve their own speaking and professional skills in 'Teaching English through English'. Also a wide variety of teacher training programs and self-improving opportunities should be provided. Finally, even though in this study only listening achievement test was used to measure students' improvement, speaking, reading, and writing achievement tests should also be used to evaluate students' improvements.
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