This study investigates the effects of writing to learn on sixth graders’ English development compared with speaking to learn and examines their perceptions. The study established the following research questions: (a) what are the effects of writing to learn on English speaking and writing abilities compared with speaking to learn? and (b) what are the students’ perceptions of writing to learn compared with speaking to learn? Students in the experiment group had experienced learning English through writing to learn, whereas those in the comparison group had learned English through speaking to learn. As for the results, writing to learn had significant effects on developing speaking and writing abilities in terms of complexity, accuracy and fluency. Also the students had more positive perceptions on writing to learn in cognitive and behavioral perspectives. Writing to learn has been confirmed as effective in learning English, leading students to use English to express their own ideas with more extensive vocabulary and complicated syntactic structures.

원예치료가 자아존중감의 향상과 우울증의 감소에 영향을 줄 것이라는 가설을 성립되었지만, 산재 이후 장애 발생으로 인한 심한 우울증이 단시일 내에 소거되는 것이 아니므로 프로그램 이후에 감소된 우울증 역시 그 정도가 중하기 때문에 우울증 감소를 위한 지속적인 심리치료 및 재활 치료는 물론 관리가 필요함을 보여주는 것이다. 그리하여 산재장애인의 특성에 맞도록 원예치료의 효과를 체계적이고 과학적으로 분석하여 대체 의학으로 더욱 발전하여, 생명의 존귀함을 자각하고 새로운 삶의 의욕과 희망을 줄 수 있도록 직업재활까지도 도움이 될 수 있는 방향으로 나아가야 할 것이다.