The purpose of this thesis is to find what effects Slow-Reading instruction using
English children’s literature has on students’ reading ability and perception of English
learning and to provide effective teaching materials and approaches for prim...
The purpose of this thesis is to find what effects Slow-Reading instruction using
English children’s literature has on students’ reading ability and perception of English
learning and to provide effective teaching materials and approaches for primary
English classes.
The participants of this study were 27 fifth grade-level students in M public
elementary school in Gyeongsangnamdo province. In the survey of the participants,
the researcher examined the experience of private education, type and duration of it,
experience of English literature and interest in English. There was a difference in the
amount of exposure to English and interest in English. In the research process, the
researcher modified and supplemented instruction activities and schedules by
reflecting the above results.
Among English children’s literary works, children’s books and poems were selected
considering the English ability level of students and the achievement standards of
fifth graders. The pre-reading, mid-reading, post-reading activities were planned
using the Slow-Reading method. Before the start of the study class, tests of reading
ability and the perception of English learning were conducted. After the study class,
the researcher conducted those tests again to check if any change occurred. Also,
interviews were conducted to understand students’ thoughts and opinions about the
lessons in the middle of the study and they were used as a resource for the
researcher's reflection on the Slow-Reading lessons and to make a necessary
modification of the upcoming lessons. The study lasted eighteen weeks and 27th
periods.
The conclusions obtained from this research are as follows:
First, Slow-Reading instruction using children’s English literature has had a
significant effect on improving reading ability on fifth-grade elementary school
students. The average score after the study was all increased but only the reading
accuracy showed significant differences compared to vocabulary and content
understanding. Therefore, Slow-Reading class helped the experimental group to
improve the reading ability. It led to the conclusion that it had a positive effect on
the improvement of reading accuracy among reading skills.
Second, it was confirmed that Slow-Reading classes using English children’s
literature improved confidence in the students' perception of English learning. The
researcher organized the class in which students could expand their thinking by
means of English, rather than as a place where they are evaluated by their English
skills. This way students felt secure in the class.
Third, Slow-Reading lessons using English children’s literature contributed to
improving students' interest in English learning. Students’ interest in English has
increased by using English as a means to participate in various play, games,
presentations, questions, and creative activities.
Fourth, it was shown that Slow-Reading classes using English children’s literature
were effective in having students recognize the value of English learning. It seems
that they realized the necessity of English in the process of reading English literature
and creating their own literary works.
Fifth, Slow-Reading classes using English literature had a significant effect on
students' motivation of learning English. The researcher's adjustment and
modification of activities by collecting students’ opinion through the interviews in the
middle of the research period and switching to student-led activities contributed to
their motivation for learning.
Sixth, there were fewer positive changes in students' perception of learning
English than changes in their reading ability. Slow-Reading classes involved more
activities for creative exploration. It means that students spent more time on English
classes than usual. As a result, it is reasoned that students were somewhat tired of
English classes.
Seventh, after the Slow-Reading class using English children’s literature, students
became positive about the Slow-Reading class. More than 80 percent of the students
said reading became much easier and that they would use the various reading
methods they learned in slow reading in their reading out of school, as the barriers
to reading have been lowered while learning through various reading methods in
Slow-reading class.
Based on the results of the study, the following suggestions can be made.
First, this study was conducted in a limited number of 27 students in one class,
and without the control group, so the objective effect was not proven. Further
research is needed to compare data with control groups and increase the number of
students for research classes.
Second, the study was conducted one to two times a week for about four months
which is relatively a short period of time. In future studies, it is necessary to
conduct a study for over a longer period of time.
Third, various teaching methods and materials on Slow-reading classes using
English literary works should be explored. Research on Slow-reading classes using
various English children's literature that fits the English level of students is needed.
Fourth, Slow-Reading classes in Korean classes are officially included in the
curriculum, but little research is done on Slow-reading classes in English classes.
More active research is needed.