Effects of primary English education using children’s literature have been extensively examined by many researchers in Korea during the past about two decades. This study aims to delineate the research domain by employing a meta-analysis of 31 primary studies that have been published in Korean refereed journals by February 2017. From the primary studies, 41 effects sizes were calculated based on the contrast of the means of two groups and 152 pre-to-post effect sizes based on the contrast of pretest and posttest scores. The results indicate that primary English education using children’s literature had overall a medium-sized effect (g = .60), with its effect being greater in the affective domain (g = .93) than in the cognitive domain (g = .37). More specifically, it was found that introducing children’s literature in the elementary English classrooms would bring about positive learning effects in the areas of vocabulary and reading and would be effective to develop positive learner interest and attitudes toward English learning. The results and their implications are further discussed.

1. 서론
 2. 이론적 배경
  2.1. 아동문학과 초등 영어교육
  2.2. 메타분석
 3. 연구 방법
  3.1. 1차 연구물 검색
  3.2. 연구 적격성 기준 설정
  3.3. 코딩 범주 설정 및 데이터 처리
  3.4. 메타분석의 실행 및 결과 해석
 4. 연구 결과
  4.1. 연구종합
  4.2. 메타분석
 5. 논의 및 결론
 참고문헌

• 최은수(강서초등학교) | Choe Eunsu
• 이창희(대전송림초등학교) | Lee Changhee
• 이상기(한국교원대학교) | Lee Sang-Ki 교신저자