• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.479-493
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• 2019

The purpose of this study was to present a method of literacy education that would generate interest and enhance the effectiveness of literacy education from elderly literacy learners. For that end, the researcher interviewed and did participation observation with a total of 11 middle and old aged literacy teachers, operators, lifelong education teachers, and literacy students in North Chungcheong Province. According to the research, elderly literacy learners have a tendency to forget easily what they have learned and to learn properly through dictation, and have high level of competitive spirit, to make studying the top priority in their daily lives. Many playful activities for knowing meaning of writing, learning connected to real life, and dictating are effective in improving their memory and cognition. In addition, using familiar materials in everyday life, conducting role plays with comedies and poems in textbooks, utilizing large-picture fairytales, team-based games and activities, learning songs and instruments to play easily, performances and presentations on the stage, and field experiences in educational and cultural facilities can increase their interest and effectiveness in literacy. Several programmes such as presentations and joint events for sharing results, materials and materials costs, education and sharing of literacy skills for teachers at the school, annual operation of literacy education need to be supported to succeed literacy education in elderly learners. In conclusion, the research shows the need to increase literacy teachers' education, to use assistant teachers, to activate accreditation of literacy curriculum.