체화된 인지 기반 영어 어휘 학습 활동이 초등학생의 어휘 학습과 정의적 영역에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aims to analyze the effects of embodied cognition-based English vocabulary
learning activities on primary school students' vocabulary learning and affective
domain. The study utilized ChatGPT for creating vocabulary lists, developing embodied
cognition-based vocabulary learning activities, and implementing a checklist to assess
the level of embodied cognition-based learning activities across four lessons. Immediate
assessments of vocabulary were conducted after the activities, with a rearrangement
of items for the delayed assessment one week later. The findings of the study can
be summarized as follows: First, embodied cognition-based vocabulary learning
activities can positively affect primary students' vocabulary learning, especially as the
level of embodied cognition increases. Second, the effect of embodied cognition-based
vocabulary learning activities on vocabulary learning can vary depending on the type
of vocabulary being learned. Third, the effect of embodied cognition-based vocabulary
learning activities on receptive, productive knowledge, and confidence can vary.
Fourth, the higher the level of embodied cognition in vocabulary learning activities,
the more interested students are in participating.