• Title/Summary/Keyword: 영어쓰기

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Hypermedia Tools and Digital Media on English Writing (하이퍼미디어 도구와 디지털 미디어 활용 영어 쓰기)

  • Lee, Il Seok
    • Journal of Digital Contents Society
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    • v.15 no.6
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    • pp.729-736
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    • 2014
  • Integrated multimedia education in English language education shifts instructor-orientated education to be more learner-orientated. The goal of this research is to analyze the effects of multimedia such as software, power point, flash animation and video in English language education. Experimental research with student subjects and multimedia in English education were used for this study and divided into the following categories: instructor-focused analysis, student-focused analysis, and response-based analysis. Teacher-focused analysis is comprised of prediction analysis and backward induction methods. This study aims to analyze whether multimedia tools achieves its intended effects, and to describe what sort of effects are achieved by the tools. This research intends to confirm the effectiveness and helpfulness of multimedia tools in school classrooms.

English Learning Application by Animation and Multimedia Software (애니메이션과 멀티미디어 소프트웨어의 영어 학습 연구)

  • Lee, Il Seok
    • Journal of Digital Contents Society
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    • v.16 no.5
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    • pp.707-715
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    • 2015
  • With the development of computer technology, the multimedia mediums that allow for animated videos, conversational illustrations are increasingly receiving attention for materials for educational purposes. Accordingly, there is a need to research whether multimedia resources and material is more effective compared to traditional educational material and resources. This study aims to compare traditional English reading and writing learning methods with learning methods using educational multimedia mediums such as illustrations or animation. Students were divided into a experimental group and a control group, and during 6 months the groups were exposed to different educational resources and on the basis of student evaluation feedback and grades, a new approach to English education is offered.

Peer-revision in web-based English writing (웹기반 영작문교육에서의 동료수정 양상 연구)

  • Park, Eun-Young
    • English Language & Literature Teaching
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    • v.10 no.1
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    • pp.107-126
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    • 2004
  • This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

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Investigation into Longitudinal Writing Development Using Linear Mixed Effects Model (선형 혼합 모형을 통해 살펴본 쓰기 능력의 장기적인 발전 양상 탐색)

  • Lee, Young-Ju
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.2
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    • pp.315-319
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    • 2022
  • This study investigates longitudinal writing development in terms of syntactic complexity using linear mixed effects (LME) model. This study employs essays written by four case study participants. Participants voluntarily wrote essays outside of the classroom and submitted the first and second drafts, after reflecting on the automated writing evaluation feedback (i.e., Criterion) every month over one year. A total of 48 first drafts were analyzed and syntactic complexity features were selected from Syntactic Complexity Analyzer. Results of LME showed that there was a significant positive linear relationship between time and mean length of T-unit and also between time and the ratio of dependent clauses to independent clauses, indicating that case study participants wrote longer T-units and also a higher proportion of dependent clauses over one year.

A Study on Non-Face-to-Face General English Courses for International Students: Reading Movie Scripts Aloud (유학생 대상의 비대면 교양 영어 수업 방안: 영화 대본 소리 내어 읽기를 중심으로)

  • Lee, Ji-Hyun
    • 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).

Analysis of English Ability Improvement Effect through a Hybrid Model using Online Contents and Video Conferencing (온라인 컨텐츠 및 화상회의를 활용한 하이브리드 모델을 통한 영어 능력 향상 효과 분석)

  • Song, JaeShin;Jung, SungMoo;Lee, JaeMu;Kim, JaMee;Cha, HyunJin
    • The Journal of Korean Association of Computer Education
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    • v.12 no.3
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    • pp.31-40
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    • 2009
  • English education taken with native English speakers is very effective, but it is hard to obtain English education with native English speakers in rural schools. In this study, therefore, we supported English education with on-line content and video conferencing with native English speakers. This study worked with one hundred fifty students from six elementary and middle schools equally distributed by city size over three months. This study performed experimental research by T-test comparing of pre- and post-tests of the hybrid model. In our results, the upper group showed greater improvement in understanding while the lower group showed more improvement in writing. In addition, the lower group showed more improvement than the upper group in overall English accomplishment.

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A Discussion Class Model to Improve English Oral Proficiency for Intermediate Low Learners (중급 하 수준을 위한 영어말하기 능력향상 토론수업모형)

  • Ko, Mi-Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.3
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    • pp.537-543
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    • 2016
  • This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

An Analysis of Cohesion and Word Information among English CSAT Question Types (수능 영어 문항 유형간 응집력과 어휘정보 분석)

  • Choi, Minju;Kim, Jeong-ryeol
    • The Journal of the Korea Contents Association
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    • v.17 no.12
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    • pp.378-385
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    • 2017
  • The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

Written Voice in the Text: Investigating Rhetorical Patterns and Practices for English Letter Writing (텍스트 속 자신의 표현: 영어 편지글에 나타난 수사 형태와 작문 활동에 관한 탐색)

  • Lee, Younghwa
    • The Journal of the Korea Contents Association
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    • v.20 no.3
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    • pp.432-439
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    • 2020
  • This study aims at exploring features of Korean university students' written text, focusing on the written voice, rhetorical patterns, and writing practices through English letters. The data comprised examples of students' English job applications, and a 'purpose-will' model was adopted for the data analysis. The findings showed that the students used unique ways of strategies to convey their voice in a recontextualized setting. Their written voice in the job applications were various, and nobody applied the Korean convention of weather opening. Their rhetorical patterns were a transformation from convergence to divergence, showing integrated patterns of written voice. Students' writing practices revealed their internal values of writing for a task, and they do not directly learn from the teacher's syllabus. This supports the sociocultural framework that learning is a situated activity in a specific discourse community. The study concludes that writing teachers should understand that life-world and learning experience can impact on students' written voice and practices.

The Way to Improve the English Writing Ability Based on the Performance Assessment (수행 평가를 적용한 영어 쓰기 능력 향상 방안)

  • Song, Myeong-Seok
    • English Language & Literature Teaching
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    • v.8 no.1
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    • pp.165-198
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    • 2002
  • The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

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