Sailing with Passion - SOOKMYUNG TESOL MA - Overvie · Sailing with passion CERTIFICATES December,...

Sailing with

Passion

Hyunjoo Lee Sookmyung TESOL Master’s Program

Table of Contents Introduction

Personal Background

1. Resume 2. Teaching Philosophy 3. Certificates 4. Photos and others 5. Courses in MA TESOL Teaching Practices

1. Overview of lessons 2. Needs analysis and result 3. Diagnostic assessment and result 4. Lesson plan and reflection 1 5. Lesson plan and reflection 2 6. Photos of lessons Action Research (2013)

“Promoting Student Engagement And Motivation’ 1. Introduction 2. Context 3. Research question 4. Intervention 5. Findings and results 6. Discussion 7. Conclusion

Sailing with passion 2

Introduction

This portfolio has been assembled as a way for me to reflect on what I

have been learned and accomplished in my Sookmyung Women’s

University MA TESOL program studies. I found out a various theoretical

and practical background of teaching with wonderful enriching experience

under the mentorship of Professors Stephen van Vlack, Dr. McNeil, and

Diane Rozells.

I enrolled in this course of study to learn more about how languages are

learned and now to become a more effective teacher in second language

classroom. I realize that my teaching practices had developed while I was

attending this practicum course.

This portfolio will demonstrate how I have grown over the past two

and half years as a teacher and also student, from completing SMU

TESOL to finally obtaining Masters Degree in TESOL. Thank you to all

the professors and classmates for making my professionals experience at

Sookmyung Women’s University enjoyable and full of meaning.

Dec. 2013


Resume

Teaching Philosophy

Certificates

Photos and others

Courses in MA TESOL

Personal Background Sailing with passion 4

Sailing with passion

Resume

EDUCATION

Bachelor's in Social Welfare

Hyupsung University, Suwon, South Korea

Feb, 2009

Master's in TESOL

Sookmyung Women's University, Seoul, South Korea

Feb, 2014

PROFESSIONAL EXPERIENCE

September, 2013 - Present

Saetbyoul Montesorri

Kindergarten

Seoul, Korea

♦ English Teacher

- Teach English children from age of 6 to 7 in a group,

using various teaching methods

(Storytelling, phonics reading, using children’s song,

teaching science in English)

- Plan annual English Play Festival

June, 2003 - Present

Power Christian

Seoul, Korea

♦ Actress / staff

- Act in musical and plays (played main character

in musicals twice)

- Engage in producing the stage version of the play or

musical.

Hyunjoo Lee

Seoul Seochogu Jamwondong Shinbanpo Hanshin@

[email protected]

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mailto:[email protected]


March, 2012 – June, 2013

MBC culture center,

Seoul, Korea

♦ Teacher

- Taught art-science students from age of 5 to 8 in a group - Developed art-science teaching materials - Provided a variety of materials and resources for children to

explore, manipulate, and use, both in learning activities and

in imaginative play

May, 2011 - December, 2011

Kwanglim Church,

Seoul, Korea

♦ Instructor

- Made educational videos for children (program broadcast on

line) - Instructed and guided how to make educational toys and

guided video-making processes

February, 2009 - February, 2011

Jongro M School,

Yongin, Korea

♦ English Teacher - As the head of the English department, planned the

curriculum and events - Developed and implemented daily and unit lesson plans

for 1st to 6th grades, administered tests and evaluations and

analyzed student performance - Fostered a classroom environment conducive to learning

and promoted excellent student engagement - Taught English students from 1st to 6th grades individually

and in a group

January, 2007 - July, 2007

Build A Bear

Workshop,

Seoul, Korea

- Created warm atmosphere for all customers and co-workers

- Planned and led parties for children

January, 2005 - June, 2005

Children care center

in Tai Wha

Community Welfare

center,

Seoul, Korea

- Took care of children, created learning materials and

conducted story telling sessions.

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CERTIFICATES

December, 2011

Sookmyung Women's

University, Seoul, South

Korea

SMU-TESOL certificate

(Methodology, Practicum,

Second Language Acquisition,

Intercultural Communication,

Academic Skills Development)

February, 2009 Hyupsung University Social worker 2nd level certificate

August, 2008

CLTI (Communicative

Language Training

Interational),

Christchurch, New

Zealand

TESOL certificate

December, 2006 Korean recreation

association

Instructor of recreational activities

1st level certificate

OTHER TRAINNING

May, 2010

University of Cambridge,

Seoul

Band 3 in TKT (Teaching Konwledge Test)

- Module 1 (Language and background to language

learning and teaching),

- Module 2 (Lesson planning and use of resources for

language teaching)

- Module 3 (Managing the teaching and learning process)

July, 2007 - June, 2008

Christchurch,

New Zealand -Took language course in English

August, 2006 - November, 2006

Seoul Youth Center,

Seoul, Korea

- Learned how to plan outdoor activities

- Planned and evaluated outdoor activities for youth and

carried out plans as a team leader

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Volunteerism

March, 2003 - Present

Kwanglim Church,

Seoul, Korea

- Teach dance routines and bible stories to third and fourth

graders

- Visited Mongolia and the countryside as a missionary

leader

January, 2008

YMCA, Christchurch,

New Zealand

- Led and took care of kids during kids' camp

- Led the outdoor activities

January, 2007 - July, 2007

Nowon Rehabilitation

Center, Seoul, Korea - Conducted recreational activities for patients

April, 2004 - December, 2005

Childcare center in Tai

Wha Community

welfare center, Seoul,

Korea

- Created learning materials, took care of children, and

conducted storytelling activities

January, 2003 – January, 2005

Homeschool,

Songtan, Korea

- Instructed students from third to sixth grades in Math and

English individually and in a group

- Evaluated students’ assignments

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Teaching

Philosophy

9

Fantastic

Unforgettable

Navigator

I believe that learning should be fun! To make learning fun, learning should

become a part of play. In general, play contains a lot of fun and meaningful

interactions. Also, children can learn rules, negotiate meaning, collaborate

with other friends, stimulus their curiosity, and acquire new information

more effectively through play. Moreover, Vygotsky (1978, as cited in Ohta,

2000) states that the role of play in the development language is viewed as

one that creates zone of proximal development in which child behaves

beyond his average, above his daily behavior. In this aspect, I believe that

learning should become a part of play that enables learners to participate

spontaneously, experience pleasure of learning, to foster intrinsic motivation

toward to learning. Thus, play can help learning process and keeping

interests which drives learning.

In order to make this happen, I will consider practicality of learning when

I design lessons. Language learners often hesitate to give utterance because

of uncertainty of usage of language. Therefore, I will try to make lessons

more relevant and appropriate to my students so that they can relate

whatever they learn with the real environment and use it outside of the

classroom. Also, I will use authentic materials which contains full of

meaning so that they can make connection between their knowledge to real

world. Widdoson (1990, as cited in Berado, 2006) “it has been traditionally

supposed that the language presented to learners should be simplified in

some way for easy access and acquisition. Nowadays there are

recommendations that the language presented should be authentic” (p. 60).


I will help students to set goals for their learning. Also, I will provide

opportunities for ongoing self-evaluation and reflection and I will make

sure that my students know the reason for every learning experience. In

order to focus on learning, not work, I will not simply start by planning

activities, I will start with ‘why’ and then develop learning experiences

which will support independent learning. If I need, I will include

appropriate tech tools to support the learning.

Lastly, I as a language teacher will open to my students. I

believe that when a teacher is open, he or she can see and truly understand

his or her students. Therefore, I will always try to listen to my students’

opinion, suggestions, and ideas. Also, I will not judge rashly about

students’ utterance or behaviors. I will respect my students’ choice and

encourage students to make decisions about how they learn best. I will try

to create opportunities for them to pursue their own interests and practice

skills in a variety of ways. In addition, I will not guess what’s in their head.

Instead of asking closed answer questions, I will ask open-ended questions,

with plenty of possible answers which lead to further questions.

As a language teacher, I want my students to feel that learning with me

is enjoyable.

Reference Berardo, S. A. (2006). The use of authentic materials in the teaching of

reading. The reading matrix, 6(2). Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally

appropriate assistance in the zone of proximal development

and the acquisition of L2 grammar. Sociocultural theory and

second language learning, 4, 51-78.


Certificates

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Photos and others

14


Courses in

MA TESOL

Teaching Reading Spring 2012

Course Website: http://levimcneil.webs.com/teachingreading.htm

Instructor: Dr. Levi McNeil

Course Description: This course aims to develop teachers’ abilities to

teach reading. With this aim, the course first explores different theoretical

perspectives underlying second language reading, before introducing

various instructional reading interventions. In addition to exposure to

numerous exemplary reading practices, students will have many

opportunities to try out specific teaching techniques.

Objectives of course: At the end of this course, students will be able to:

1. Discuss major theories and models of reading

2. Plan and implement activities to develop reading fluency

3. Plan and implement activities to develop awareness of text structures

4. Plan and implement activities to develop strategic competence

Texts

Hudson, T. (2007). Teaching second language reading. Oxford University

Press.

Krashen, S. D. (2004). The Power of Reading: Insights from the Research

(2nd Ed), Heinemann.

Other material will be distributed in a course reading packet

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Internet-Based Language Teaching Fall 2012 Syllabus


Course description: This course explores the application of internet tools

for language learning and teaching. Some of these tools include: wikis,

micro blogs, instant messaging, social networks, and podcasts. In the

course we examine how technology is utilized to teach discrete skills and

engage students in participatory, socially-based exchanges. The course has

two goals; first, to develop teachers’ technological literacy skills, and

second, to provide theoretical clarity between technology and its

implementation.

Course Objectives:

At the end of this course, students will be able to:

- demonstrate control of the basic functions of a wide range of technologies

- discuss major theories underlying language learning

- apply theories to task design

- evaluate tasks and technologies in light of learning theory

- locate, critique, and interpret CALL research literature

Text

Lomicka,L., & Lord, G. (2009). The next generation: Social networking

and social collaboration in foreign language learning. CALICO

Monograph Series 8. ISSN- 1085-2999. See my website

(www.levimcneil.webs.com) for info on where to order the book.

Additional texts distributed as part of a course reading packet. The starred*

citations below are included in the reading packet

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Sociolinguistics (Social Learning Theories) Fall 2012 Syllabus


Course description: This course explores how language is learned and

taught within the complex interaction between individual cognition and

the social contexts that thinking occurs. To examine the distributed mind

in situational contexts, some of the topics to be covered in this course

include: ecological, sociocultural, activity, and complexity theories of

learning; as well as examinations of how identity and community impact

language use and learning.

Course Objectives: At the end of this course, students will be able to:

-Discuss foundational social learning principles and theories in education

-Locate and critique research informed by social theory

-Apply tenets of social theory in task-design and evaluation

-Compare and contrast social and cognitive theories of learning

Text

Atkinson, D. (2011). Alternative approaches to Second Language

Acquisition. Routledge. (ISBN 0415549256)

Additional texts which are required for this course are located on the

course management system. These relate to the “outside readings” noted

in the weekly schedule below.

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Approaches to English Grammar Syllabus - Spring 2013

Instructor: Stephen van Vlack

Week 1; March 8

Go over `Thoughts on Grammar` handout. Discuss some of the

different ways in which grammar can be done.

Week 2; March 15

Go over prescriptive and descriptive grammars and how we as

teachers might want to think about this from a practical perspective.

Week 3; March 22

Go over what the traditional view of grammar, as explained by

Thornbury and Nunan, entails.

Week 4; March 29

Go over some of the main arguments that have been put forth for the

importance and centrality of grammar in the second or foreign

language curriculum.

Week 5; April 5

Go over some models of how grammar can be taught by rules

understanding at this point that any such rules are really just myth.

Week 6; April 12

Go over more bottom-up oriented approaches to teaching grammar

and look at one of the most interesting and most ancient verbal

constructions in English; modals.

Week 7; April 19

Review the different possibilities associated with teaching grammar

in context and specifically through texts, predominantly

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Week 9; May 3

Talk about is the different ways of trying to get students to practice

grammar and why we want to do so.

Week 10; May 10

Go over area of error and how we can identify it and deal with it and

take a very specific look at some of the lexical structures in language

and how we might be able to teach them.

Week 11; May 17

Go over how to integrate grammar with some of the other

components of language.

Week 12; May 24

Go over some of the basic approaches to testing grammar and discuss

how to teach grammar to beginning level students.

Week 13; May 31

Take first take a visit to the world of intermediate level learners and

the ways we can help them use grammatical knowledge to further

develop their overall proficiency in the language.

Week 14; June 7

Start out by looking at how teachers can work to help their students

fine-tune their knowledge of use and structure to allow for the

variability required of an advanced level language user.

Week 15; June 14

Take a look at the key issues in teaching grammar, as proposed by

Nunan (2006).

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Theoretical Foundations of CALL Spring 2013


Course Description:

This course aims to provide theoretical bases for language teaching in

general and technology-enhanced language teaching in particular.

Weekly, students will engage with ideas related to sociocultural,

interactionist, and ecological language learning theories. In addition

to reading and discussing topics surrounding these theories,

classroom practice originating from these perspectives are explored.

From these models, students will have opportunities to construct

CALL tasks.

Objectives:

At the end of this course, students will be able to:

- discuss the general tenets of sociocultural, interactionist, and

ecological perspectives of learning

- apply theoretical constructs to create and critique language learning

tasks

- design and implement technology enhanced language learning tasks

Required Text(s): There is no book required for the course. Instead, a

packet consisting of articles and book chapters will be made available

(contact CopyZone to get a printed copy).

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Practicum I

Instructor: Dr. Rozells

Overview: This three-hour-per-week course has as its main

component the running of a detailed Action Research project to be

conducted individually by the Practicum participants within their own

teaching setting. It is requirement of the practicum that each

participant teaches a class throughout the semester. In the course,

participants will be guided through a detailed Action Research project

that requires them to reflect critically on their own teaching situations

and implement substantive changes to their own teaching situation.

Objectives: This objective of the Practicum I course is to give the

students an opportunity to evaluate, design, and implement elements

of practical curriculum design and pedagogy into their own teaching

situations. Basically what we want to do in this class is have the

students develop and evaluate classroom techniques and approaches

based on innovative theories and models that they should have

learned about in the MA program. The focus here will be on

evaluating and enhancing their teaching situations based on accepted

principles of language learning and linguistic development.

Participants are required to video record and make presentations

about their interventions for the Action Research project. The goal,

then, for the Practicum, is for students to develop an awareness of

their own skills in the classroom. By the end of the course, students

should have clearer ideas about how to critically analyze their own

classroom environments and initiate positive changes into those

environments.

Texts and Materials

Richards, J. and C. Lockhart. (1996). Reflective teaching in second

language classrooms.Cambridge: Cambridge University Press.

Bullock, A. and P. Hawk. (2009). Developing a teaching portfolio

(3rd Edition). Upper Saddle River, NJ.: Pearson Education.

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Overview of lessons

Needs analysis and result

Diagnostic assessment

and result

Lesson plan and reflection 1

Lesson plan and reflection 2

Photos of lessons

Teaching Practice Sailing with passion 23


Overview of lessons

I taught English to elementary school students in before-school program

at Baekmoon primary school in Gori. This class was an extra class

conducted twice a week before the school begins. The class was

composed of 4 girls and 2 boys, and they were all sixth graders. They

were from different classes and had trouble keeping up with regular

classes.Their proficiency level was low and rarely had experience on

learning English. In general, low-proficiency students were asked to

attend this extra class by their regular English teachers. The students

who were taking the extra class should have signed up for this class.

Even though I planned a lesson for 30 minutes, usually two or three

students among six students came to the class on time. Therefore, actual

class duration was 20 minutes. Therefore, I decided to have one lesson

over two days.

In order to help students to keep up with and engage more actively in

their regular class, I followed the regular class syllabus. Also, I equally

focused on the target language which was required to acquire in each

chapter. However, instead of using the text book which did not seemed

appropriate for the students due to the level of difficulty, in order to

provide comprehensible input, I used adjusted materials and simplified

the content.

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Students who took part in the survey were the sixth graders in public

elementary school. The class was composed of 4 girls and 2 boys, and they

were from different classes.

The questionnaire for the students’ needs analysis consisted of both

multiple choice questions and open questions. These questionnaires were

categorized into four main parts: students’ perceptions on learning English,

experience in learning English, perceptions of activities and materials.

1. Students’ personality/ Their preference of Class Activities

The data showed that 3 of them prefer group work and two of them prefer

individual work. It meant that around 60% of students prefer group work

rather than individual work. Also, students highly marked at both song and

chant and games with PPT slides as activities they would like to do most in

English class.

Needs analysis

and results

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2. Students’ Perception on Learning English

From the pie chart, it was noticed that they were influenced a lot by visual

materials. It seemed that they were visual learners. Lists which were ranked

among top 3: ‘the teacher writes on the board’, ‘the teacher gives an example’,

and ‘the teacher shows pictures or videos’ demonstrated that. Therefore, in

order to help their understanding, it would better to use pictures, PPT,

and realia.

3. Reasons for Learning English

When asked about the reasons for learning English, they stated that they

wanted to be good students. Moreover, based on the data, the students wanted

to participate actively their regular class and get higher score, but also a

few of them wanted to have fun. Two of the students commented that they

wanted to prepare for the future. One of them was worried about learning

English in a middle school. She was concerned that middle school level of

English would be more difficult than English they learned. The students

seemed that they were lacking in confidence in learning English. Therefore,

based on the result, it was found that activities which enabled students to have

confident and have fun at the same time were required to provide .

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Name 이름_________________ Grade 학년 ___________

1. How long have you been studying English? (in detail) 영어를 공부한지 얼마나 되었나요? (구체적으로) 2. How do you study English? 어떻게 영어공부하고 있나요? ① school 학교에서 ② language institute 영어학원 ③ Private tutoring 과외 ④ self-directed learning 자기주도 학습 ⑤ etc 기타 ( ) 3. How long do you study English in a week? (except regular class) 일주일에 얼마나 영어공부하나요? (정규수업시간 제외) ① more than 10 hours 10시간 이상 ② 7~10 hours 7~10 시간 ③ 3~6 hours 3~6 시간 ④ 1~2 hours 1~2 시간 ⑤ less than 1 hour 1시간 이하 ⑥ Do not study at all 전혀 안 한다 4. Other experiences in learning English? Have you ever been to other English speaking countries? or attend English language camps? 외국에 가본 경험, 정규수업 이외에 영어 캠프에 참여하거나 영어관련 활동을 한 적이 있나요? ① Yes 예 ② No 아니요 Write in detail 있다면 구체적인 활동이나 경험은? ______________________________________________

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5. I like English class in school 나는 학교 영어시간이 즐겁다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 6. I am able to understand what the teacher says during English class 나는 영어수업시간에 선생님이 이야기하는 것을 이해할 수 있다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 7. I have fear of speaking English in front of the class 나는 영어시간에 친구들 앞에서 영어로 이야기하는 것이 두렵다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 8. How do you feel about English? 나에게 있어서 영어란? ① English is fun and I'm good at 재미있고 내가 잘하는 것 ② English is difficult but fun 재미있으나 어려운 것 ③ English is not fun but I have to study 재미는 없지만 해야하는 것 ④ English is not fun and I'm not good at 재미도 없고 잘 못하는 것 ⑤ I just dont' like it 그냥 싫은 것 ⑥ ect 기타 ( ) 9. What difficulties do you have in learning English? 영어를 공부함에 있어 가지고 있는 어려움은 무엇인가요? _______________________________________________________________________________ 10. Why do you study English? 영어를 공부하는 이유가 무엇인가요? _______________________________________________________________________________

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12. I can learn best and effectively when.. 언제 이해가 잘되는지 Number them according to your preference.(순위를 매겨주세요) ___ the teacher writes on the board 선생님이 칠판에 쓰실 때 ___ the teacher gives an example 선생님이 예시를 들어주실 때 ___ the teacher repeatedly explains 선생님이 반복적으로 설명하실 때 ___ the teacher shows pictures or videos 선생님이 그림이나 도표 관련 동영상을 보여주실 때 ___ I work with group member 그룹으로 친구들과 같이 할 때 ___ I work with my partner 짝이랑 같이 할 때 ___ I like to work alone 혼자 할 때 13. What are the things that you would like to do in English class? Number them according to your preference 영어수업에서 특별히 했으면 하는 것을 고르고 좋아하는 순서대로 순위를 매겨주세요 --- songs and chants 노래, 찬트 --- Games with PPT slides 피피티를 이용한 게임 --- Games in groups or in pairs 그룹이나 짝이랑 하는 게임 --- role-play 역할놀이 --- activities which I can move around the classroom 교실을 돌아다니며 할 수 있는 게임 --- Listen and repeat (drill) 반복적인 듣고 말하기 --- using story book 이야기책을 이용하는 것 14. What is your favorite (most confident) language skill? 가장 좋아하고 자신있는 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 15. What is your least favorite (most difficult) language skill? 가장 어려운 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기

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12. I can learn best and effectively when.. 언제 이해가 잘되는지 Number them according to your preference.(순위를 매겨주세요) ___ the teacher writes on the board 선생님이 칠판에 쓰실 때 ___ the teacher gives an example 선생님이 예시를 들어주실 때 ___ the teacher repeatedly explains 선생님이 반복적으로 설명하실 때 ___ the teacher shows pictures or videos 선생님이 그림이나 도표 관련 동영상을 보여주실 때 ___ I work with group member 그룹으로 친구들과 같이 할 때 ___ I work with my partner 짝이랑 같이 할 때 ___ I like to work alone 혼자 할 때 13. What are the things that you would like to do in English class? Number them according to your preference 영어수업에서 특별히 했으면 하는 것을 고르고 좋아하는 순서대로 순위를 매겨주세요 --- songs and chants 노래, 찬트 --- Games with PPT slides 피피티를 이용한 게임 --- Games in groups or in pairs 그룹이나 짝이랑 하는 게임 --- role-play 역할놀이 --- activities which I can move around the classroom 교실을 돌아다니며 할 수 있는 게임 --- Listen and repeat (drill) 반복적인 듣고 말하기 --- using story book 이야기책을 이용하는 것 14. What is your favorite (most confident) language skill? 가장 좋아하고 자신있는 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 15. What is your least favorite (most difficult) language skill? 가장 어려운 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기

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17. What skill do you want to develop the most? 가장 발전시키고 싶은 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 18. What do you expect in this class? 내가 이 수업을 통해 기대하는 것은? _______________________________________________________________________________

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I did diagnostic assessment twice. As first part of the diagnostic

assessment, it was almost written assessment to check students’ the degree

of the basis of the English. I asked students to write three things which are

alphabet, numbers, and some words. Firstly, I asked students to write big

letters and small letters of alphabet A to Z. Also, I asked them to write

number in English one to ten. After that, I told some words and them to

dictate. I only chose words which had already learned with me or regular

English teacher such as tall, long, and big.

However, after analyzing the survey, I realized that this type of

assessment was not enough to see their actual level of English and also

their potential ability. It was found that only one student among six

students was able to write alphabet A to Z and the other students made

many mistakes. Moreover, most of then could not write numbers. Also,

they even did not try to write words. Thus, I needed to do diagnostic

assessment again in a different way. Therefore, when I did second time, I

put short conversation and had individual interview.

As second part of the diagnostic assessment, I put short conversation. I

asked simple questions and observed that how they answered or reacted.

These were my questions: ‘what is your name?’, ‘how is the weather

today?’, and ‘can you pass me a pencil’. In fact, I allowed them to answer

in Korean. Some of them hardly noticed that what I was talking by looking

at my motions but some students could not understand at all. After that, I

pronounced some consonant and vowel sounds and asked them what letter

it was. Letter cards were provided on the desk, therefore, students were

required to find the right letter and pick the card up. As the result, most

students could distinguish sounds of consonants and find the right letter for

the sound. However, they seemed they were still confused with vowel

sounds. Furthermore, I asked students to read some short sentences. Even

if I gave them easy sentences such as ‘I am tall’, ‘I have four legs’, and ‘I

am yellow’, they could not really read the sentences except one student.


and result

32

Part 1

- Write big letters and small letters of alphabet A to Z

- Write number in English 1 to 10

- Write words and sentences the teacher told them

Part 2 (Individual interview)

- Pick letter card according to sounds that the teacher makes.

- Pronounce the letter on the card that the teacher point at

- Read short passage (I ask them to read #1 passage except one student)

-

- Short conversation

(To see whether they can understand or answer)

Example..

Hi?

How are you?

What is your name?

How is the weather today?

Could you close the window, please?

Could you pass me the eraser?

Can you ride a bike?



#1

I am yellow.

I am very tall.

I have four legs.

I am animal.

You can see me at the zoo.

What am I?

#2

I have two arms.

I don’t have legs.

I am in the classroom.

Everybody looks at me and nod their heads.

I am on the wall.

What am I?

33


Lesson plan and

reflection 1

Lesson

Aim

Students will be able to know both the use and the tense of verb

‘be’.

Aim

Students

will be

able

Stage Procedure Interaction

To revise

key

sentences

they have

been

through.

To

understan

d the

concept of

‘be’ verbs.

Warm up

Review: Jig-saw activity

(During the fourth intervention session,

students practiced writing 6 key sentences

of chapter 12 which is the review chapter

for chapter 9 to 11. After writing 6 key

sentences, students were asked to cut the

sentences word by word.)

- Jumble all words card

- Students are required to rearrange words

and complete 6 sentences as they were.

- Read whole sentences

Introducing topic :‘be’ verb

- Give brief explanation of be verb and

action verb

- Introduce types of ‘be’ verbs

(am / are / is)

- Learn how to form positive sentences

with the verb to be

(I am /You are, They are, We are / He is,

She is, It is)

S=S

S⇒T

T⇒S

34


To learn the use

of ‘be’

verbs in a

sentence

through drilling

activity.

Practice

Pick the card!

(Fill the blank in sentences)

- Provide students 3 pieces of empty

paper and let them write ‘am’, ‘are’,

and ‘is’ on each paper

- Let students look through whole

sentences on the board

(Each sentence has blank like

‘She ____ pretty.’)

- Teacher will read the sentence one by

one and students have to pick a

correct verb card

- Teacher will write answers on the

board

- Read sentences

- Erase all ‘be’ verbs in the sentences

after filling in the blanks activity

- Ask students to complete and take

turns in reading the

Sentence

S=S

35


To firm their

understanding

of both the use

and tense of the

verb ‘be’.

Practice

Introducing

- Introduce the past form of am/ is/ are

(was, were)

- Practice changing ‘be’ verbs from

present to past form

Snakes and ladders

Explain the rule of the game.

- As a pair, they will work together

- The game board include 52 spaces

Also, there is the pile of cards with

52 different

sentences in the center of the table.

- Roll a die

- Move their game piece according

to the number on top

of the die

- Draw a card from the pile of cards

- Read and complete the sentence

S=S

36


As the last activity for reviewing chapter 12, I asked students to jumble

all word cards that they had cut before and complete sentences by

rearranging words. At first, they seemed that they forgot what sentences

they had written because of the time distance between third

intervention session and the fourth intervention session. However, some

words were very familiar with students and those words reminded them

of key expressions. Therefore, even though there was a gap between

students, every student could eventually complete sentences.

Then, I gave students brief explanation of ‘be’ verbs and action

verbs to let them know the use of ‘be’ verbs. They could say

automatically ‘I am’, ‘he is’, ‘she is’, and ‘they are’, however, they

seemed they did not know when they actually need to use ‘be’ verbs. In

order to practice repeatedly but also enjoyably at the same time, I let

them make big ‘be’ verb cards, so they could raise the card to fill the

blank in sentences. It was helpful for all students. Some good students

raised the card competitively to show that they already knew the

answers, meanwhile, some poor students got a hint from them naturally.

They could enjoy this drilling activity. After filling in all blanks,

students were asked to read whole sentences. Then, I erased all the

answers and asked students individually to fill in the blank one by one.

They could answers without difficulties.

I introduced past form of ‘be’ verbs before the snakes and ladders

activity because target language in chapter 13 is the past tense. It was

not so difficult for them, therefore, they could learn without confusing.

During the snakes and ladders activity, they could practice both the use

and tense of the verb ‘be’. In fact, I wanted them to work in pair but

most students wanted to do alone. Therefore, they individually played

game. Most of students actively participated and answered confidently.

Due to the lack of the time, I stopped the game and went through all

sentences quickly with them. They were more engaged at this point

than when they were playing game.

37


During the snakes and ladders game, some students more focused on

arriving at finishing point. One of them let his discomfort show

immediately. Also, the other student who only wanted to work in pair as

I originally planned seemed that she was not confident enough to speak.

Therefore, every time it was her turn, I should helped her.

38


Lesson plan and

reflection 2

Lesson Aim Students will be able to distinguish tense of the verb and get the fu

ll of meaning of the target words.

Aim

Students wi

ll be able

Stage Procedure Interactio

n

To remind

what they

have

learned

and notice

what they

know

To

distinguish

present

tense from

past tense

verbs.

Warm

up

Before the class…

- Select action verbs from the text book

- Find pictures which describe the verbs

- Learn action verbs with picture cards

- Show pictures and elicit any words or verbs they

can remember

- Put pictures on the board and introduce both

present tense

and past tense one by one

- Let students read and write

S⇒T

T⇒S

39


To get

meaning of

the words

though

matching

picture

with the

words.

To match

present

tense verbs

with past

tense verbs.

To read

and

practice the

target

words

Practi

ce

Match the pictures with the words

- Provide both picture cards and word cards

(present tense verbs and past tense verbs are

distinguished by color: red for present tense,

purple for past tense)

- As a pair, students have to arrange the pictures

and match the pictures with the words.

- After matching the pictures with the words, read

all words with teacher.

- Ask them to practice pronunciation with their

partner (They should be able to read words by

themselves)

- Ask them to memorize pronunciation and

spelling of the words

S=S

40


At the beginning of the class, in order to engage students in the class and

help them to remind vocabulary that they learned in their regular class, I

used picture cards. I showed 10 picture cards one by one and asked them

to whether they remembered. Except one student, most of them couldn’t

remember very well. They remembered one or two words correctly. I

wrote 10 present tense verbs on the board then I elicited past tense of the

words from the students. Even if I asked them only past tense of the

words, few students also gave me past participle as well and it was not

intended. I think because they had dealt with past participle in their

regular class. However, it seemed that only one student enabled to acquire

past and past participle at the same time. After that, I grouped the words

by regular and irregular verbs and asked them to find the pattern from

regular verb group. Some students found that the ‘-ed’ ending is used to

form the past tense of regular verbs. Then, I let them make a note of both

present and past tense of the verbs.

During they were writing on their notes, I realized that they didn’t

really get meaning of the words. Most of them just wrote the words down

on their notes without any consideration. For example, they wrote ‘cook’

and ‘cooked’ but they seemed that they did not know the meaning of it. In

order to help them to make a connection between words and meaning, I

decided to go through all words with the pictures again. I put the pictures

on the board rather than just showing the picture then putting it down.

Then, I asked them which word could match with which picture. At this

moment, they could answer better. After that, I paired them to do

matching activity. I just asked them to work with a person who sat next to

them. I provided the 10 picture cards and 20 word cards which included

both present and past tense verbs. Therefore, they had to arrange the

picture cards first then match verbs with the pictures. There was a big

difference in their abilities. A pair with a good student finished much

earlier than the other pairs. Therefore, I asked them to practice for

pronunciation so they could read all words by themselves, and to

memorize all words as well. However, the other two pairs seemed they

needed help. Especially, a pair of boys did not want to work together.

41


One of them held all cards and the other walked on eggshells, therefore, I

split all cards in half and gave them. In fact, I intended them to memorize

some words at the end but there was not enough time to do, therefore, I

did this activity again at second of 6th intervention session. At that time, I

paired them differently as a good student worked with a slow student.

However, boys did not want to work with girls so I let them work together.

Before I paired them, I was worried about their bad language. Actually, I

was not sure whether they could really help each other. I saw many times

that they said ‘idiot’ or ‘blockhead’ to their partner who usually slower

than the other. After doing the activity again, I realized that I concerned

too much. Even if some of them used dismissive tone to their partner,

they tried to help their partner. Moreover, at this time, I asked them to

memorized different amount of words according to their different abilities.

On the other hand, one of boys put his hands into the pockets and did not

want to do activities, therefore, I had to coax him to do many time.

Furthermore, as times goes by, students use bad language a lot during the

class.

42


Photos of lessons

43

Introduction

Context

Research question

Intervention

Findings and results

Discussion

Conclusion

Action Research

“Promoting Student Engagement And Motivation”



Action Research

1. Introduction

Most human behaviors are involved with motivation. Without awareness of

motivation, people are tend to eat, play games, work, socialize, and learn with

potentially hundreds or thousands of more specific behaviors. In addition,

language learning can be one type of human behaviors which directly toward

to a specific goal. If students do not have target aim, they might lose their

motivation because they can inspired by their achievement.

In teacher centered teaching environments, students mechanically act by

teachers’ order. It is critical to create the student centered learning environment

because it makes for students to actively participate in language classes.

Students’ achievement is based on their motivation. When students gain certain

accomplishment, their motivation is also elevated. Thus, both motivation and

achievement are interrelated.

Gardner (1985, as cited in Dornyei, 1994) mentions that "The source of

motivating impetus is relatively unimportant provided that motivation is

aroused" (11: p. 169). However, while this conclusion might be true for

researchers, quite possibly the source of motivation is very important in a

practical sense to teachers who want to stimulate students' motivation. Without

knowing where the roots of motivation lie, how can teachers water those roots?

(p. 15). Aforementioned quote provides the evidence which is that both

teachers and students help each other escalate students’ motivation. In other

words, teachers’ motivation is directly connected with students’ motivation.

In terms of motivation, students’ attitude should not be neglected because

students’ positive attitude promotes their stimulation to learn language.

Teachers are required to provide for students to the reason of learning language

because it can drive students to acquire language with purpose.

Promoting Student Engagement And Motivation

45


Action Research

Dornyei (1994) asserts that “motivation is one of the main determinants of

second/foreign language (L2) learning achievement and, accordingly, the last

three decades have seen a considerable amount of research that investigates the

nature and role of motivation in the L2 learning process” (p. 273). This quote

reveals that motivation is the critical fuel for students to learn language.

In this action research, motivation is the main concern. In order to promote

motivation, comprehensible input and interaction hypothesis were

implemented as a theoretical support. The research question is that how

teachers can effectively help low performing students to actively participate in

their regular class.

2. Context

2.1 General Information of the Class

The study took place in an elementary school in Guri. The class was

implemented by school management team and conducted twice a week before

the school began. The class was composed of 4 girls and 2 boys. They were all

sixth graders and they were from all different classes. Due to the class time

was 25 minutes, two times of intervention was regarded as one class.

2.2 Background Information of the Students

This class was a supplementary English class. Six students were in the class.

They all had trouble to keep up with regular English class, however, they

desired to participate actively in the regular classes. It was one of most

important reasons of taking this supplementary class. They mostly did not

understand what the teacher said during English class. Also, the text book they

were using was difficult for them to follow. In fact, these students had some

common grounds.

First, they were in the difficult situation at home. In Korea, level of income

is compatible with educational background. Along with economic

circumstances, social conditions reflect students’ family environments.

46


Action Research

Level of education of their parents was low and their families were in the low-

income class. Moreover, most parents of students were divorced. Thus, most

students in this class had single parents. When it comes to education, these

parents ignored their children because they were responsible for the financial

support. Some of single parents had been accused of child abuse by their

neighbors due to the neglect of their children. Therefore, after the school,

nobody actually cared what children ate, thought and did some actions.

Children had to spend their time and manage their life. In reality, they could

not take care of themselves well. They usually had instant noodles or instant

food as a meal and did not do their homework.

Secondly, as the result of simple observation, most of the students had not

studied at private English language institute. Moreover, they never had a tutor

who could fill the gap between regular class and their actual level of English.

They started taking English classes from third grade at school. Except for

regular classes, most of them spent less than 1 hour to study English per week.

Simply, their parents relied on the school system and they expected that their

children became good students. The poor family situation prolonged it could

not sustain their children’ formal education.

Thirdly, lacking confidence was prevailed. According to their regular

English teacher, they said that “I cannot do anything well no matter how I try

hardly.” Most of them were shy and did not participate well because they were

timid by making mistake. Furthermore, one student did not say single word

throughout her daily school time. Her classmates said that they seldom heard

her voice.

In sum, they faced difficult family situation and could not have any support

from the outside of the school. Students only relied on their school system.

Therefore, this supplementary class was required for them. The supplementary

class should be the alternate education which allows these students to gain

both knowledge and self-esteem. This self-esteem was the one of the issues

that they needed to feel the sense of accomplishment. In addition, the

supplementary class should provide optimal level of education which can fulfil

their needs.

47


Action Research

After the needs analysis was conducted, it proved that they were influenced a

lot by visual materials. It seemed that they were visual learners. Based on their

learning style, realia and visual materials could aid their language learning.

These realia and visual materials elicited active participations. Another main

material was games which allowed students to have interest in language

learning.

2.3 Theoretical Background

Masgoret and Gardener (2003) define motivation that it refers to goal-directed

behavior, and when one is attempting to measure motivation, attention, can be

directed toward a number of features of the individual. Masgoret and Gardener

(2003) also describe the motivated individual as the person who “expends

effort, is persistent and attentive to the task at hand, has goals, desires, and

aspirations, enjoys the activity, experiences reinforcement from success and

disappointment from failure, makes attributions concerning success and/or

failure, is aroused, and makes use of strategies to aid in achieving goals” (p.

128). Moreover, Masgoret and Gardener (2003) assert that “first, the five

classes of variables, attitudes toward the learning situation, integrativeness,

motivation, integrative orientation, and instrumental orientation, are all

positively related to achievement in a second language. Second, motivation is

more highly related to second language achievement than either of the other

four variables” (p.158).

Long’s interactional hypothesis is an extension of Krashen’ Input

hypothesis. From this perspective, collaborative efforts should be very helpful

for language learning. “As they struggle to maximize comprehension, and

negotiate their way through trouble spots, the native speaker-non-native

speaker partnerships are incidentally fine-tuning the second language input so

as to make it more relevant to the current state of learner development”

(Mitchell & Myles, 2004, p.167).

48


Action Research

Larsen-Freeman and Long (1991, as cited in Mitchell & Myles, 2004)

asserts that “modification of the interactional structure of conversation is a

better candidate for a necessary condition for acquisition. The role it plays in

negotiation for meaning helps to make input comprehensible while sill

containing unknown linguistic elements, and, hence, potential intake for

acquisition” (p.168).

According to Pica (1996, as cited in Hery, 2001), there has been no

empirical evidence of the direct link between negotiation of meaning and

second language development, however, research studies in negotiation of

meaning have revealed that there are some obvious contributions of

negotiation of meaning for second language acquisition. First, through

negotiation of meaning, learners receive modified input necessary for second

language acquisition much more frequent than interactions with negotiation of

meaning. Second, negotiation of meaning provides opportunities for learners to

modify their own linguistic output necessary for second language acquisition

much more frequent than in interactions with negotiation of meaning. Third,

learners obtain important feedback on their target language use.

3. Research Question

Based on student profile, the researcher decided to focus on motivation. In

order to enhance students’ motivation, the researcher set the research question.

“How can I effectively help low performing students to actively participate

in their regular class?”

To fulfill the research question, three instruments were implemented. They

were observation, survey, and interview. All intervention were videotaped and

recorded. Post-survey was conducted during class time. Lastly, semi-structured

interview which was based on the post-survey was performed individually.

49


Action Research

4. Intervention

4.1 Overview

In order to help students to keep up with and engage more actively in their

regular class, the researcher followed the regular class syllabus. Also, the

researcher equally focused on the target language which was required to

acquire in each chapter. However, instead of using the text book which did not

seemed appropriate for the students due to the level of difficulty, in order to

provide premodified and comprehensible input, the researcher used adjusted

materials and simplified the content. Premodified which is studied by Pica

(1994) “is generally operationalized as input that has been carefully targeted at

the level of the learner in order to facilitate learner comprehension” (Mackey,

1999, p. 560).

During intervention period, the researcher went through two chapters with

the students which were chapter 12 and 13. Especially, chapter 12 was the

review of chapter 9 to 11, so it included many target languages. The researcher

only dealt with one target language at a time. Thus, the researcher taught

students with simplified materials based on chapter 12 from 1st intervention to

4th intervention. After 4th intervention, the researcher taught simplified

materials based on chapter 13 for last 2 weeks of intervention.

Each lesson was delivered according to the sequence such as activating

schemata by pictures, drilling key sentences, and performing a main activity.

The students had already learned the key sentences before they attended the

supplementary class in their regular classes. Therefore, at the beginning of the

class, the researcher began the class with providing pictures which were either

teacher’s drawing or flash cards to activate schemata and to motivate them.

The students were always interested in pictures. Thus, they could naturally

engage in the class by talking about picture. After activating schemata, the

researcher asked the students to repeat, write, and read key sentences to help

them to internalize those sentences. The researcher asked the students to do the

main activity to synthesize the today’s lesson. Through the main activity, the

students were able to produce more outcomes.

50


Action Research

4.2. Different activities based on multiple intelligences

The researcher designed different activities based on students’ intelligence to

increase and engage their interest. According to Gardner (1983) multiple

intelligences has been influential in language teaching circles. Gardner has

theorized that individuals have at least seven distinct intelligences can be

developed over a lifetime as follows.

1. Logical/mathematical – the ability to use numbers effectively, to see

abstract patterns, and to reason well.

2. Visual/spatial – the ability to orient oneself in the environment, to create

mental images, and a sensitivity to shape, size, color.

3. Body/kinesthetic – the ability to use one’s body to express oneself and to

solve problems.

4. Musical/rhythmic – the ability to recognize total patterns and a sensitivity

to rhythm, pitch, melody.

5. Interpersonal – the ability to understand another person’s moods, feelings,

motivations, and intentions.

6. Intrapersonal – the ability to understand oneself and to practice self-

discipline.

7. Verbal/linguistic – the ability to use language effectively and creatively.

51


Action Research 4.3 Overall Intervention Plan (6 weeks)

Table 4.1 sequence of Interventions

Week Target Language Key Words/ Sentences Procedure Types of Activities

1st

Chapter 12

Review of

chapter 9 to 11

Usage of ‘by’

based on time

Come back by 7

o’clock

Come home by 8:30

Come to English class

by 8:25

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Writing activity:

‘At the amusement

park’

2nd

Chapter 12

Review of

chapter 9 to 11

Reminding

Don’t you remember?

Do you remember?

Your mom said…

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Filling in speech

bubbles

- Role play

3rd

Chapter 12

Review of

chapter 9 to 11

Comparison

He is taller than me.

He is stronger than me.

You are taller than me.

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Ordering sentence

4th

Chapter 12

Review of

chapter 9 to 11

How and What

Exclamatory

sentences’

What a big lemon!

How big it is!

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Ordering sentence

5th

Chapter 13

‘Past tense’

Be verb

I am/was short.

He is/was young.

She is/was a teacher.

They are/ were soccer

players.

We are/were good

students.

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Filling in the

blanks

- Snakes and

ladders game

(board game)

6th

Chapter 13

‘Past tense’

How to make

Regular and

Irregular verbs

cook/cooked

play/played

write/wrote

make/made

win/won

read/read

1. Activating

schemata

by pictures

2. Drilling key

sentences

3. Main activity

- Matching game

(match pictures

with the right

words)

- Memorization

52


Action Research

5. Findings and Results

5.1 Overview

The fundamental instruments of this research are observation, post-survey, and

student interview. The researcher observed the class while she was teaching

the supplementary class. In order to see how students were motivated during

intervention, the researcher set four categories. There were four categories

which the researcher carefully examined in the class. The first category was

related to class time attendance. For example, most students came late at the

beginning of the intervention. The second category was how students

voluntarily participate in the class. The third category was closely related to

students’ questions including both the matter of quantity and quality. Finally,

the last category was students’ confidence which was the base line of language

learning.

5.2 Category 1 (Attendance Time)

Through observation of video recording, the researcher was able to realize that

students’ attendance was gradually changed during intervention period. In

detail, Sungmin has been significantly changed. She usually came late to

school. However, as figure 5.1 shows that even if she was late for the class at

the beginning of the intervention, however, she even came to the class earlier

than the class time. Moreover, figure 5.1 reveals that majority of students’

attendance time became punctuated.

53


Action Research

Figure 5.1 Attendance time

5.3 Category 2 (Participation)

Based on post-survey, the researcher was able to notice changes of students’

participation. Table 5.1 displays that students’ opinion of class participation.

For example, question number 8 shows that students strongly agree with the

statement which was the supplementary class enabled me to participate more

in regular class. In addition, question number 10 reflects the level of

participation. Students strongly agree that I actively participated in activities

during supplementary lessons.

35 35

30 30 30 30

45

40

35

15

45

35

45

35

30

25

15

25

35

30

35

25 25

30

45

60

35

10 10

20

40 40 40

35

30 30

0

10

20

30

40

50

60

70

1st 2nd 3rd 4th 5th 6th

Suyeon

Donjoon

Dahee

Mintae

Sungmin

Yesung

Class began 8:30

Numbers only represent minutes

(60 means absence)

54


Action Research

Table 5.1 Selected questions based on post-survey

(The numbers represent numbers of the students)

Questions Agree Dis

I was able to understand what the teacher said during the class

3 2 1

I had difficulties learning English during supplementary lessons

2 2 2

I enjoyed activities we had done in the class

2 1 2 1

I had difficulties doing activities 3 2 1

This supplementary class helped me to understand regular English class.

2 3 1

I like to come to the supplementary class. 4 1 1

Through the supplementary class, my English has been improved

2 2 2

The supplementary class enables me to participate more in regular class

3 1 1 1

The supplementary class enables me to have more confident in English

2 2 2

I actively participated in activities during supplementary lessons

3 1 2

55


Action Research

5.4 Category 3 (Question)

During intervention, the researcher was able to notice that the number of

questions has been increased. Figure 5.2 demonstrates that majority of students

asks more question one intervention after another. Especially, Sungmin’s bar

graph dramatically became higher comparing other students. In general, many

students asked more questions voluntarily.

When it comes to types of questions, two types of questions occurred based

on students’ proficiency level. First, low level of students tended to ask

comprehension and clarification questions. In contrast, a higher proficiency

level of student asked to questions which were beyond the normal class

learning.

Figure 5.2 Total numbers of questions

0

1

2

3

4

5

6

7

8

1st 2nd 3rd 4th 5th 6th

Suyeon

Dongjoon

Dahee

Mintae

Sungmin

Yesung

56


Action Research

5.5 Category 4 (Confidence)

Based on semi-structured interview, the researcher was able to measure

students’ confidence. After intervention was done, the researcher asked some

questions which are related to students’ confidence. To be specific, the

researcher asked several questions.

First, the researcher asked that “수업을 하고 난 이후에 자신감이 더 생긴 것

같니?” (Do you feel that you have gained more confidence after all intervention

was done?) Yejoon said that “조금은요” (A little bit).

The second question was that “어떤 면에서 그렇게 느끼니?” (Why do you

think in that way?) She said “수업을 이해할 수 있었어요.” (I was able to

understand the class).

The third question was that “보충수업이 어떤 점에서 도움이 된 것 같

니?”(How the supplementary class helped you?) She answered that “수업시간에

이해가 되고 좀 더 참여할 수 있었어요” (I was able to understand the regular

class more than before and I participated in class better than before).

Furthermore, the researcher could find the positive evidence from the

regular teacher comments. “성민이는 정규 수업시간에 정말 지나치게 조용한 학

생이었다. 그러나 성민이는 지금 모르는 것을 먼저 물어보고 못하는 것에 대해 부끄

러워하지 않는 당당한 학생이 되었다” (Sungmin is used to be a very quiet

student. However, now, Sungmin has become a student who asks questions

without hesitation and is not shame about not knowing simple English. Thus,

she has high confidence).

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6. Discussion

“How can I effectively help low performing students to actively participate

in their regular class?” In order to answer the research question, interaction

and comprehensible input were implemented. The supplementary class which

supported the regular class was required to low performing students. Teaching

materials were simplified based on authentic textbook. Low performing

students were not able to understand authentic textbook. Therefore, simplified

material which could be one type of comprehensible input was used (See

Appendix A).

The supplementary classes consisted of small group interactions. Based on

research findings, students were comfortable to participate in small group

because they did not feel shame of not knowing English knowledge. The

results show when students gained confidence, their academic performance

improved. In general, if students were interested in the class, they actively

participated in the supplementary class. Throughout six interventions, the

students gained interests of the supplementary class. These interests became a

catalyst of attending their regular classes.

7. Conclusion

This action research shows that motivation was the very important element of

language learning. Without motivation, it was hard for the teacher to create

students’ interaction and boost students’ confidence. Especially for young

learners, having fun in the class can be one type of motivation. Also, it is

important that they feel the sense of accomplishment which leads students’

positive attitude.

In typical Korean language classroom, low-performing students generally

cannot have attention from teachers and other classmates. However, low-

performing students want to have attention which simply inspires their

language learning. These attentions make big changes when it comes to

motivation,

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Action Research

motivation, self-esteem, and confidence. Teachers should aware that showing

little affection toward to students can create closed rapport. For example,

having eye-contact with students and calling their names in the class may

change students’ attitude positively because they are longing for teachers’

attention.

Teachers should understand and consider students’ learning style when

teachers make lesson plans. Even though teachers deal with the same topic or

subject, the ways of teaching can be differentiate depending on their types of

learning.

Based on this research, I realized that language learning environment affect

students’ performance such as classroom size, classroom atmosphere, teaching

materials, their circumstance, and resources. The resources which students can

actually access to utilize for their language learning are varied.

As the suggested future study, I would like to conduct a similar study with

longer intervention which strongly supports theoretical background. Thus, the

researcher may get firmer results. This current research did not measure

language acquisition. However, future study should be considered language

acquisition based on students’ motivation.

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Action Research

Reference

Dornyei, Z. (1994). Motivation and motivation in the foreign language

classroom. The Modern Language Journal, 78(3), 273-284.

Dornyei, Z. (1994). Understanding L2 motivation: On with the change! The

Modern Language Journal, 78(4), 515-523.

Gardener, H (1983). Frames of Mind: The theory of multiple intelligences.

New York: Basic Books.

Gass, M (1994). Input, interaction, and second language production.

Cambridge University Press, 16, 283-302.

Hery, Y. (2001). Negotiation of meaning and language acquisition by Indonesia

EFL learners. TEFLIN journal, 12(1).

Long, M. (1981). Input, interaction, and second-language acquisition.

University of Pennsylvania Philadelphia, Pennsylvania. 259-278.

Long, M. (1983a). Native speaker/non-native speaker conversation and the

negotiation of comprehensible input. Applied Linguistics, 4(2),

126-141.

Long, M. (1983b). Linguistic and conversational adjustments to non-native

speakers. Studies in Second Language Acquisition, 5(2), 177-193.

Mackey, A (1999). Input, interaction, and second language development.

Cambridge University Press, 21, 557-587.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd

Edition). Hodder Education.

Masgoret, A., & Gardner, R. (2003). Attitude, motivation, and second language

learning: A meta-analysis of studies conducted by Gardner and

associates. Language Learning, 53(1), 123-163

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Appendix A

Appendix B

Post-survey

1. 나는 영어보충수업 시간에 선생님이 얘기하는 것을 이해할 수 있었다.

I was able to understand what the teacher said during the

supplementary class.

① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree

매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다

2. 나는 영어보충수업 시간에 배우는 것이 어려웠다

I found it difficult to learn during the supplementary class.



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3. 나는 영어보충 시간에 배우는 것이 나의 영어수준에 비해 너무 쉬웠다

I found it easy to learn during the supplementary class.



4. 나는 영어보충수업시간에 하는 activity가 재미있다고 느꼈다.

The activities we had done during the supplementary class were fun.



5. 나는 영어보충수업시간에 하는 activity가 어려웠다.

The activities we had done during the supplementary class were

difficult.



6. 나는 영어보충수업시간에 배우는 것이 정규수업을 이해하는데 도움이 되었다.

This supplementary class helped me to understand regular English

class.



7. 나는 영어보충수업시간이 즐겁다.

I like to come to the supplementary class.


매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 8. 나는 영어보충수업을 통해 영어실력이 늘었다.

Through the supplementary class, my English has been improved ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다

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9. 나는 정규영어수업시간에 하는 activity에 잘 참여하는 편이다.

I participate actively in activities during the regular English class.



10. 영어보충수업을 통해 정규영어수업시간에 하는 activity를 잘 참여하게 되었다.

The supplementary class enables me to participate more in regular class



11. 영어보충수업 때 가장 기억에 남는 activity가 있다면?

What was the best activity during the supplementary class?

12. ‘11’번에 쓴 activity를 고른 이유는?

Why did you choose that activity? (No.11)

13. 영어보충수업은 영어에 대한 자신감을 높이는데 도움이 된다.

The supplementary class enables me to have more confident in English



14. 영어보충수업 때 나는 적극적으로 참여 했다.

I actively participated in activities during supplementary lessons



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15. 영어보충수업이 ‘즐겁다’라고 느낄 때는 언제였나요?

When did you feel that the supplementary class was fun?

16. 나는 영어보충수업시간에 혼자/ 짝이랑 둘이/ 전체로 activity하는 것을 선호한다.

I prefer working alone/ pair work/ group work

Appendix C

Comment from the regular English teacher

현주 선생님의 수업을 참관하며……

백문초등학교 교사 성순계

아침에 진행되는 영어보충 수업은 영어 부진학생들에게 정규 교과를 따라갈 수 있

는 힘을 제공해 줌과 동시에 자신감을 회복시켜 주는 데 가장 큰 목적이 있다. 2학기부

터 새로 시작된 이현주 선생님과의 영어보충 수업은 이러한 두 가지 목적을 이루게 하

는 데 큰 공헌을 하였다.

Intervention 전과 후의 학생들 모습을 비교해 보면, 우선 근면성에서 큰 차이가

나타났다는 것을 알 수 있다. 영어 보충 반 학생들은 대부분 가정환경이 좋지 않아서

아침에 늦게 일어나 아침밥도 거르고 헐레벌떡 학교를 오거나 늦는 경우가 다반사이다.

그런데 그런 아이들이 현주 선생님의 수업을 듣기 위해 아침 일찍 등교하기 시작했다.

아마도 남들보다 일찍 교실에 와서 개인적으로 나누는 삶의 이야기가 그들에게는 무엇

보다도 큰 행복이고, 가장 큰 치유로 느껴졌을 것이다. 그런 면에서 현주 선생님은 학

생들이 함께 공부하고 싶은 마음이 드는 따뜻한 선생님이었고, 감사한 분이었을 것이

다. 둘째, 학생들의 수업 참여도에 대해 살펴보면, 초기에 학생들은 모든 활동을 귀찮고

힘들어했다. 그러나 현주 선생님이 칠판에 그림을 그려주며 이야기 나눠주고 재미있는

게임 활동을 병행하면서 학생들은 학습 내용에 관심을 가지고 여러 활동에 참여하기

시작했다. 이러한 변화로 인해 몇몇 학생들은 정규교과 시간의 참여율도 향상되고 영

어 학습에 대한 의욕도 고취되었다.

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실제로 나의 정규 수업에 참여하는 수정이와 성민이의 예를 들어보도록 하겠다.

성민이는 정규 수업 시간에 정말 지나치게 조용한 학생이었다. 교사를 쳐다 보기는 하

나 물어도 대답하지 않고, 친구들과의 활동에도 활기차게 참여하지 않았었다. 그러나

성민이는 지금 모르는 것을 먼저 물어보고, 못하는 것에 대해 부끄러워하지 않는 당당

한 학생이 되었다. 물론 아직도 정규 교과시간이 어렵다고는 하지만, 성민이에게 가장

부족했던 자신감이 향상되고 있기 때문에 나는 그 전처럼 성민이를 안타까워하거나 특

별하게 보지는 않고 있다. 하려고 하는 의지가 있는 학생에게는 지금까지 벌어졌던 학

습 격차는 금방 따라잡을 수 있는 현실적인 도전이 되기 때문이다. 또 수정이의 경우를

생각해보면, 수정이는 평상시에도 언제나 당찬 학생이었다. 하지만 문제는 낮은 학업

성취도였다. 그런 문제 때문에 언제나 정규 교과시간에는 일부 학생들에게서 외면 당

하기 일수였고, 그렇기 때문에 늘 자존심 상해하고 친구들과 다투는 일이 잦았었다. 그

러나 현주 선생님의 수업을 들은 후 수현이는 학습 면에서도 당당한 학생이 되었다. 언

제, 무엇으로 인해 이렇게 급격히 성장했는지는 정확히 알 수 없지만 수정이는 정규 교

과시간에도 적극적으로 질문하고, 모든 활동에 성실히 참여하는 학생이 되었다.

이렇게 두 학생의 사례만 살펴보아도 현주 선생님의 수업은 영어 부진 학생들에게

자신감을 향상시켜주고, 정규 교과에서 참여할 수 있는 원동력을 제공한 것은 확실하

다. 아직도 여전히 현주 선생님을 그리워하는 학생들을 보면 참으로 안타까운 마음이

든다. 짧은 기간 동안의 만남이었지만, 그들에게 이 수업은 만남, 그 이상의 가치가 있

는 참으로 의미 있는 시간이 아니었나 싶다.

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To A Special Teacher

When I started in school.

This day seemed so far away.

Now it’s here and I can’t believe

That time has passed so quickly..

But through your encouragement and guidance,

I feel I’m ready for tomorrow’s challenges.

Teachers play such an important part

in shaping and guiding…

Thank you for caring so much..

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