Effect of Explicit and Implicit Teaching Reading by Sense Group
Chun, Taesoon
TESOL
Graduate School of Education, Ajou University
Directed by Prof. Maeng, Unkyoung
≪Abstract≫
The purpose of this study is to investigate the effectiveness of explicit or implicit sense group teaching. Additionally, the researcher examines which level of students (high, intermediate or low) benefits most from sense group teaching and whether explicit or implicit sense group teaching is more effective in improving students’ interest and confidence. Finally, the researcher studies in which learning area, writing, speaking or listening, teaching reading by sense group has the most positive influence for explicit group students.
The experiment lasted 12 weeks. The result analysis of quantitative and qualitative data shows that there is no statistically significant difference between the explicit and implicit group’s post-test mean scores. However, the implicit group did show statistically significant difference between the mean scores of the pre-test and the post-test. On the other hand, considered holistically the explicit group showed no statistically significant difference between the mean scores of the pre-test and the post-test.
Focusing on levels within each group, neither explicit nor implicit sense group teaching influences the high level students positively or negatively. The intermediate students showed statistically significant difference across the board between the pre-test and the post-test while low-level students benefit only from explicit sense group teaching.
The survey suggests that students’ writing, speaking, and listening skills improve after teaching reading by sense group.
