• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.167-168
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• 2016

수업시간에 강의 듣고, 집에서 숙제를 하는 방식은 더 이상 학습자의 학습동기를 이끌지 못하고, 효과적인 수업이 이루어 질 수 없다. 수업시간에는 학생들의 적극적 상호작용이, 집에서는 인터넷 환경을 통한 핵심 강의식 내용을 미리 듣고 수업 활동에 임하는 플립러닝에 대한 영어과 수업의 도입이 필요하나 이에 대한 연구가 충분하지 않은 실정이다. 이에, 본 연구를 통해 영어수업(독해중심)에서의 플립러닝 활용 수업 모형을 개발하고, 이를 현장에 적용 후 수정 보완하여 대학 영어수업에서의 플립러닝 정착 및 발전을 도모한다.

• Cross-Cultural Studies
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• v.39
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• pp.407-432
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• 2015

This study focuses on the flow of story and content or related context when using movies as learning materials in a class. A great advantage of using movies is that they have a consistent story and detailed content development. Most teachers, however, tend to concentrate on practical expressions totally unrelated to the story or context of the movie they are using. This way might be efficient in the short run but it is certain that the expressions are unlikely to be retained in long-term memory. This study examines how a story-centered class influences learning of practical expressions and how efficient this approach to learning is. Learning and teaching with focus only on the expressions in a movie shades the meaning of the use of the movie a little. In this study the movie, Cars 2, was used in a course of general education with 150 students enrolled. Various group activities were suggested to immerse students into the story and contents of Cars 2. It was found that a story-centered class is helpful for students to acquire practical expressions and that students' satisfaction level with the class was high.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.669-678
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• 2015

This study aims at investigating students' perceptions and peer feedback to practicum for teaching English in the English Department at a Korean university. The participants were forty-two students at an elective course, 'Method for teaching English', and the data comprised questionnaire, 12 teams of practicum, and 15 sets of PF. A 'Word Count System (WCS)' was adopted to analyze the data. The findings show that students regarded 'practicum' (52.4%) as more important than 'teacher's lectures' (42.8%), and most students (80%) applied more than 70% of lesson plans to their practicums. The practicum gave them experience of a teacher, development of confidence, recognition on their weaknesses and values of teaching. While the strengths shown in PF were mainly 'teaching methods and technique', 'use of multimedia', and 'teaching materials', the weaknesses were 'classroom interactions', 'teaching methods and techniques' and 'use of blackboard'. Overall praises were 1.8 times more than the matters which needed to be developed. The conclusion suggest that the students had their own insights toward teaching practices and how learners can be motivated.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.127-132
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• 2006

정보화 연수가 ICT활용수업과 맞물려 많은 예산을 들여 교사들의 방학을 차지하고 있지만 정작 일선현장에서는 연수 이수 후에 수료증 말고는 크게 기여를 못하고 있다. 영어연수처럼 분명 수준차가 있는데도 이를 무시하고, 교사가 원하는 연수 내용보다는 개설한 연수에 학교별 인원을 할당하는 식으로는 절대로 연수의 효율성을 기대할 수 없고, 교실의 ICT활용수업도 기대할 수 없다. 본 연구는 연수의 효율성 극대화를 위한 방안의 하나로 컴퓨터관련 자격증과 정보화 연수의 내용을 연계하여 가능한 정보화 연수를 컴퓨터관련 자격증 수강, 응시, 취득으로 유인하여 효율성을 기하고자 하였다. 정보화 연수의 문제점을 지적하고 그 해결책에 대해서도 설문결과를 통하여 제시하였다.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.359-370
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• 2009

This study analyzed the effects of augmented reality contents in the elementary school English curriculum. The study revealed the differences between study focus rate, study participation activeness, study activities consuming variables and instructional climate of a group that used augmented reality contents of the English curriculum produced by KERIS and ETRI in 2008, and a group that did not use the contents. As a result, there was no significant difference between the group that studied with augmented reality contents and the group that studied in a traditional method in terms of study focus rate. For study participation activeness, the traditional class had higher scores. On the other hand, the augmented reality contents class had an even spread of study activities consuming variables overall. In terms of instructional climate, the traditional class had higher scores in the amiable field. These results show that in English classes, the student's focusing skills and motivation for studies and stimulation of students' concentration are more related to results than the type of contents.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.650-659
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• 2015

This study reports on the perspectives of Korean Chinese Japanese students (KS CS JS) on learning English at multi-cultural classrooms in Korea. The participants were 32 KS, 10 CS, and 14 JS in EFL writing classes, and the data comprised open-ended questionnaires and interviews. In analyzing the data, 'Intentional content analysis' and 'Critical discourse analysis' were adopted. The findings show that the learning of English in Korea was supported by 80% of JS, 71.9% of KS, and 50% of CS. The highest satisfaction of JS was caused by rich interactions with others. English speaking was the most difficult area for all the groups. Whereas KS (43.8%) used only Korean, CS and JS used both English and Korean for communication. Most KS (78.1%) hesitated to socialize with foreign students despite their wishes. These findings suggest that a variety of programs should be developed so that students share different cultures and use more English in the multi-cultural Korean context.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.550-566
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• 2018

In the era of the 4th industrial revolution, enhancing achievement evaluation based on process oriented instruction is essential. It assists human growth both cognitively and mentally. The purpose of this study is to analyze current condition of high school achievement evaluation in Daejeon region for enhancing English class based on achievement Assessment. Analyzing high school achievement evaluation plans as well as analyzing items of paper and pencil test using TELL program was conducted. Reanalysis of global citizen theme-based English according to core achievement standard was performed. The questionnaire was analyzed using the SPSS Win 20.0 Program to figure out significant difference of instructional method, the rate of students' grade improvement, English class related to the state of career recognition. T-test, ANOVA was performed to determine if there was a difference between the individual instructional variables. The research result is designed to construct or develop English class based on achievement evaluation while providing each high school with the result of current state of high school achievement evaluation. Specific characteristics of individual achievement result was conducted in terms of analyzing distribution of answer sheet response in order to be used as information for managing each high school achievement evaluation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.33-38
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• 2020

Problem development is important to Problem-Based Learning (PBL) and is key to the creativity and problem-solving skills of successful learners. The purpose of this study is to have PBL classes that effectively materialize problem development stages, and to develop learning using problems suitable for elementary school English Science classes. In this study, the steps for developing the problems are identifying educational content, identifying learners' characteristics, discovering problems, setting up roles and situations, and writing problems. Based on these steps, five PBL problems were developed by selecting a subject suitable for the PBL method of an English Science class, which is one of the English curriculums in elementary schools. Creative thinking, problem-solving skills, presentation skills, confidence, self-directed learning, cooperation, and communication skills are required in the rapidly changing society of the 21st century, rather than teacher-centered instruction, acquiring knowledge for correct answers only, and uniform assessments, which still take place in many English education settings. Therefore, developing problems suitable for PBL learning should be continuously studied.