ScholarWorks@숙명여자대학교

초록

This study investigated the effects of using animated stories and different engagement techniques to aid vocabulary learning in kindergarten-level learners of English as a Foreign Language (EFL) in Korea. For this study 24 five-year-old kindergarten learners of mixed ability were participated in and were divided into two groups, a control group and an experimental group over 2 months. Fourteen 30-minute lessons were given during the experiment every Tuesday and Thursday for 9 weeks. The control group was taught with the use of paper storybooks and flash cards, while the experimental group was taught through viewing animated stories. Two pre-tests and two post-tests were administrated each month. The results of the study indicates important role of using various viewing techniques for improving Korean kindergarten learners’ viewing attitudes and for learning English vocabulary effectively. The researcher in this study recommends that teachers should use animated stories as an additional rather than an alternative method, as part of an integrated approach to vocabulary teaching.

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