본 연구의 목적은 정보통신윤리의 영어 몰입수업에 대한 효과， 학습자의 반응 분석， 영어 몰입수엽의 문제점을 찾아 그 대응책을 모색하는 것이다. 연구는질적인 연구의 한 방법인 사례연구법에 의해 실시되었다. 데이터 수집은 연구자의 자기 평가와 학생들의 수엽 만족도 조사표의 응답 결과 그리고 태국 AIV 활동에서 함께 활동하였던 2 명의 교사들 평가를 반영하였다. 수업만족도 조사표로IACE 에서 개발하였으며， 선다형 10문항， 개방형 1 문항으로 작성되었다초등학교 5-6 학년 학생 20 명을 대상으로 시범수업으로 정보통신윤리의 영어몰입수엽 후 학생들의 수엽만족도 조사표에서 영어 몰입수엽은 효과가 있으며 학생들의 반응도 매우 긍정적이었다. 드러난 문제점으로 교사의 학생들 수준에 맞는 의사소통 능력의 부족， 고차원적인 사고 유도의 부족， 수업 중 학생들이 협력할 기회의 제공이 부족， 학생들의 의견 청취와 학생 중심의 수업 부족 등이었다.연구의 결론은 첫째， 정보통신윤리의 영어 몰입수업은 효과가 있었다. 둘째， 학생들의 반응은 매우 긍정적으로 나타났다. 셋째 정보통신윤리의 영어몰입수업에서교사의 철저한 수업계획과 자기 점검이 필요하다는 것이다.

The purpose of this study was to examine the effect of English immersion instruction for information ethics, feedback from learners and any possible problems with that instruction, and to explore workable countermeasures. A case study, one of qualitative research methods, was adopted in this study. To gather data, a self-evaluation was conducted by this researcher, and students who received the instruction were asked to write down their satisfaction level with it. And two teachers with whom this researcher worked in Thai-AIV were asked to assess the education as well. A list of questions that lACE developed to evaluate learner satisfaction with instruction was employed, which included 10 questions of multiple choice type and an open-ended question. The subjects in this study were 20 elementary schoolers who were in their fifth and sixth grades. After model lessons were offered by conducting English immersion instruction for information ethics, their satisfaction level with the instruction was investigated, and the English immersion instruction turned out effective. The students responded to that in a very positive way. As for the problems, the teacher who provided that instruction was neither able to communicate with the students in a manner to be appropriate at their level nor to stimulate their higher thinking faculty. He didn't give enough chances for them to team up with, and didn't carefully listen to them, either. Besides, the instruction couldn't be said to be student-centered. The following conclusion was reached in this study: First, English immersion instruction about information ethics was effective. Second, the students responded to that very favorably. Third, teachers should make a thorough preparation for English immersion instruction about information ethics and make a close self-examination.

• 하병석(성심정보고등학교 교사) | Hah Byeong Seok 교신저자