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Journal of the Korean Society for Library and Information Science

  • P-ISSN1225-598X
  • E-ISSN2982-6292

ISSN : 1225-598X

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Vol.59 No.1

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Effects of Remote Learning English Reading Program on Elementary School Students’ English Proficiency and Affective Attitude

Journal of the Korean Society for Library and Information Science / Journal of the Korean Society for Library and Information Science, (P)1225-598X; (E)2982-6292
2025, v.59 no.1, pp.431-459
https://doi.org/10.4275/KSLIS.2025.59.1.431
Juhee Song
Jong-Ae Kim
Song, J., & Kim, J. (2025). Effects of Remote Learning English Reading Program on Elementary School Students’ English Proficiency and Affective Attitude. , 59(1), 431-459, https://doi.org/10.4275/KSLIS.2025.59.1.431

Abstract

The purpose of this study is to develop an English reading program centered on reading activities in a non-face-to-face environment reflecting the educational paradigm that has changed since COVID-19, and to verify the effects of applying it in the public library environment on elementary school students’ English proficiency and affective attitudes toward English reading. The effects on listening, reading, speaking, writing, and vocabulary skills as sub-factors of English proficiency were clarified, and the effects on interest, confidence, and efficacy in English reading as sub-factors of affective attitude were analyzed. For this study, a non-face-to-face English reading program centered on reading activities was implemented for 12 weeks for 3rd and 4th grade students who are just beginning elementary English education, forming an experimental group and a control group. The experimental group implemented a non-face-to-face English reading program that included reading English books and reading activities, while the control group implemented a non-face-to-face English reading program that included only reading English books. The research results confirmed that the non-face-to-face English reading program centered on reading activities was effective in improving elementary school students’ English proficiency, and that their affective attitudes toward English reading also changed positively.

keywords
Non-face-to-face English Reading Program, Reading Activities, English Proficiency, Affective Reading Attitude, Elementary School Student

Journal of the Korean Society for Library and Information Science

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