An analysis of the effects of English teaching and learning based on interactive read-alouds

This study examines the impact of an interactive read-aloud program on students’ attitudes toward English language learning and cognition of racial and physical differences. Interactive read-aloud is an instructional context in which the teacher reads aloud a selected picture book to the whole class and strategically provides students with opportunities for discussion and class activities. Sixteen elementary school students participated in an eight-week-long program. They were exposed to interactive readalouds of 16 English picture books. Data was collected through a series of three interviews with participants, interviews with the mothers of three of the participants, and reflective journals kept by three assistant teachers. From the analysis of the data, the study found that 1) the interactive read-aloud program was effective in cultivating positive attitudes toward English language learning by strengthening motivation and boosting confidence, 2) it possibly influenced students to have positive attitudes toward and perceptions of persons with disabilities, but 3) its impact on their attitudes toward and perceptions of racial difference was not ascertained clearly. The study ends with a discussion of implications the findings have for EFL education for children, teacher education programs, and educators in Korea.