초록 열기/닫기 버튼
The present study has sought to examine the effects of theme-based language instruction on Korean secondary EFL learners. Specifically, it examined (a) the treatment effects on the learners’ English ability (i.e., listening, reading, and writing ability) and their attitudes towards English learning (i.e., interests and participations in class activities), and (b) the interaction effects of treatment and the learners’ proficiency level. To this end, 68 third graders in two intact classes at a local junior high school in Busan were asked to participate in this study. The two classes were randomly assigned to either a control group or an experiment group. The participants were asked to take a pretest and a pre-questionnaire, receive twenty-session treatments over one semester, and take a posttest and a post-questionnaire. The overall findings suggested that the experiment group achieved significantly higher gain scores than the control group on the English ability test, and that the theme-based language instruction helped heighten the motivation and participation levels of the experiment group. Pedagogical implications and directions for future research are discussed.
