영어·음악 융합수업 이후 고등학생의 영어 읽기 및 쓰기 변화 양상에 관한 사례연구

초록

This exploratory case study examined changes in high school students’ English reading and writing after English–music convergence instruction. The study was conducted over one semester with nine second-year students in a regular English elective class at an autonomous private high school in Incheon, Korea. The English–music convergence instruction was designed mainly on the basis of content-based instruction, with music used as the content area for English learning. Students engaged in music-related TED talk analysis, English presentations, music performance, project activities, and essay writing. A single-group pre–post design was employed. Reading was examined using the same nationwide academic achievement test items before and after the instruction, and writing was analyzed through error analysis, error rates per 100 words, average sentence length, and holistic analysis of content organization. The reading results showed an increase in the mean score, although individual patterns varied and the findings were interpreted descriptively. In writing, the post-writing samples showed lower error rates per 100 words, longer average sentence length, and changes toward more elaborated content organization. However, because the study involved a small number of participants and did not include a control group, the findings should be interpreted as exploratory evidence of change rather than as causal effects of the instruction. These findings suggest that English–music convergence instruction, with music as the content area and CBI as its instructional principle, may provide a meaningful context for English learning in a specific high school classroom.

키워드