2022 Volume 64 Issue 2 Pages 149-158
This study investigated the practice of foreign language activity classes at the elementary-school level, with a focus on the incorporation of programming to nurture the foundation of English characters and relevant learning effects. A total of 34 elementary school fourth graders participated in a trial lesson for foreign language activities using the visual programming language Scratch, wherein the subject was used as a guide. Based on the analysis, students who were subjected to learning that incorporated programming could connect English voices with letters and meanings; in addition to listening and speaking, they also developed a foundation for letters. Further, as a side effect, this suggests that a link with tasks that require the use of programming can lead to more awareness of programming and further motivate students to learn programming.
