• Journal of Industrial Convergence
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• v.20 no.11
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• pp.41-47
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• 2022

This study explored the academic emotions of university freshmen depending on the type of online class(pre-recorded lecture vs. real time online class) that they took during the COVID-19 lockdown. 170 freshmen participated in the survey based on the 'Academic Emotion Questionnaire(AEQ)', and the statistical results are as follows; Firstly, research showed that the participants felt higher positive emotions for pre-recorded lecture than for real time online class, and higher negative emotions for real time online class than for pre-recorded lecture(p < .01). Secondly, participants felt different emotions depending on English level(p < .01). Thirdly, participants felt different emotions depending on their majors(p < .01). Students majoring in science & engineering felt higher positive emotions than those in humanities & social studies in pre-recorded lecture class. Fourthly, participants felt different emotions depending on gender(p < .01). Female students felt higher negative emotions than male students. Finally, the pedagogical implications and suggestions were discussed.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.359-367
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• 2022

The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners' English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners' learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.99-106
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• 2020

Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.267-272
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• 2021

This study's purpose is to investigate the effects of reading movie scripts aloud in non-face-to-face general English courses on international students' English ability in the COVID-19 era. A general English class was delivered once a week for 15 weeks to 47 international students at a Seoul-based university. The animated movie Tangled and its script were used as learning materials. Biweekly, students had to watch video lectures using the university's learning management system(LMS) and read scripts aloud through Zoom. In the video lectures, the teacher went over specific vocabulary and interpreted the movie scripts in easy Korean. For the second activity through Zoom, international students read the movie script aloud individually and in groups. The post-test revealed significant improvements in both reading and writing, as compared to the pre-test. Through the study's survey, participants exhibited positive attitudes in affective domains(understanding, satisfaction, interest, and recommendation).

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.193-203
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• 2022

The present study aims to investigate how general education EFL instructors who teach in a higher education institution in Korea perceive mixed-ability classes and the teaching strategies that they utilized to teach learners who have varying English proficiency levels and may have different instructional needs. Twenty instructors at a higher education institution in Korea who teach general education EFL courses participated in a questionnaire and three of the twenty instructors participated in follow-up interviews. The findings from the questionnaire and interviews showed that instructors' experiences teaching mixed-ability classes were positive. They offered clear guidelines for participation to help motivate learners and found that higher level students helped lower level students through group work. The instructors also felt that ESP could be a possibility in mixed-ability classes to meet the learners educational needs.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.235-242
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• 2022

The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.85-90
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• 2018

The purpose of this study is to analyze the effect of flipped learning strategy, which is an online offline convergence learning strategy becoming a hot issue, on students' learning styles..Ultimately, the goal is to analyze the academic achievements and learning attitudes by applying the flipped learning strategy considering the preferred learning styles of Korean students. By assuming that Korean students are accustomed to traditional lecture class, it is assumed that the students would have difficulty in applying the flipped learning strategy which involves information gathering and problem solving through discussion. In order to analyze whether the application of flipped learning strategy is effective, it is necessary to identify students' preferred learning style and to develop appropriate teaching strategies accordingly.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.341-348
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• 2022

Formulaic sequences are continuous or discontinuous series of words that are seemingly treated like single units. Formulaic sequences play a key role in language development, and formulaic sequences acquisition determines the success or failure of language development. This study proposes a reading aloud activity as a way for international students to learn formulaic sequences. A class focused on reading aloud was conducted with 41 international students taking a general English course at a university in Seoul. For 15 weeks, video lectures and real-time Zoom classes were conducted in parallel. The animated film Frozen was used as course material. In the video lectures, the teacher interpreted the movie script in easy Korean and read aloud formulaic sequences. Students were tasked with reading the sentences with formulaic sequences aloud, recording themselves reading aloud, and submitting their recordings. During real-time class meetings, students performed the activity of reading aloud the formulaic sequences they had studied in the video lectures. There was a significant increase in the interpretation and sentence writing of formulaic sequences in participants' post-evaluation compared to the pre-evaluation. Through the study's survey, students exhibited positive views in the affective domains.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.71-76
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• 2019

The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.