초록 열기/닫기 버튼
In this study, a meta-analysis was conducted on studies of extensive reading activities in the setting of Korean elementary schools to investigate the effects of extensive reading activities on the improvement of English proficiency, the affective domain of elementary school students, and the moderating effects of extensive reading activities. The research questions established through this meta-analysis are as follows: First, what is the overall effect size of elementary school English extensive reading? Second, what is the effect size of elementary school English extensive reading on linguistic domains (reading, listening, writing, vocabulary) and affective domains (interest, confidence)? Third, what is the effect size for each control variable of extensive reading (with or without teacher intervention, type of extensive reading, number of classes, and class time)? For this purpose, a total of 21 articles about extensive reading in elementary school from 2001 to 2020 were selected and investigative variables were coded. The meta-analysis was ensued to measure the effect size of overall, linguistic and affective domains, and effect sizes were compared for each moderating variable. As a result of this meta-analysis, extensive reading activity in elementary school showed a medium or higher effect size in both linguistic and affective domains, confirming that extensive reading was an effective activity to support English learning for elementary school students. In addition, it was checked as to which variables controlled the effect of extensive reading in elementary school. It was found that the longer the reading session performed per period, the higher the effect size.
키워드열기/닫기 버튼
primary English, extensive reading, the effect of English extensive reading, meta-analysis
