• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.153-157
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• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.69-75
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• 2022

This study investigated the English learners who are over 40 on their attitudes and perception for lifelong education by dividing them into age groups of middle aged and elderly learners. To this end, from May 20, 2020 to June 30, 2021, 80 participants attending lifelong education centers in North Gyeongsang province were surveyed on the demographic characteristics and interest, necessity, passion, advantage, hindrance, learning motivation, preferred subjects, and learning methods. As a result, it was found that elderly learners showed a more positive English learning attitude than middle-aged learners, and both groups considered the communication area important in their learning motivation and preferred subjects. In regard to hindrance toward English learning, different factors were shown according to the age groups along with lack of confidence in English. Differences were also shown in preferred learning methods. This study suggested the possibility of learning outcomes according to the positive learning attitude of elderly learners along with the need for detailed English program design according to learners' age.

• 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.10 no.3
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• pp.436-443
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• 2010

The purpose of this study is to investigate whether there are differences in three attitudes-attitudes toward English learning, attitudes toward American, and attitudes toward American culture between Korean and Chinese university students learning Korean in Korea. The subjects are 211 students, who are 101 Korean and 110 Chinese. Gardner(1985)'s AMTB questionnaire was administered to measure the learners' attitudes. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in attitudes toward English learning and there were significant differences in attitudes toward American between two groups. But there were no differences statistically in attitudes toward American culture between two groups. To make better learning environment for English learners, the differences in other affective variables between two groups need to be studied.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.34-41
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• 2021

The purpose of this study is to explore any effects of primary English language learners' affective factors and satisfaction through AI-based speaking activity. In order to answer these questions, a total number of 46 ELLs from a public elementary school participated in this research. Survey questionnaire on affective factors and learning satisfaction were distributed and the results were analyzed quantitatively. The findings are as follows. First, participants could expand their knowledge on AI-based activity towards its educational advantages and capability. Second, overall affective factors of the participants on AI-based activity changed positively, with the improvement of the mean score. The paired samples t-test showed that there was a significant difference among interest, value and attitude. Third, the satisfaction degree on AI-based learning escalated, particularly in the sense of efficacy, academic achievement and involvement. Lastly, it was revealed that the satisfaction degree was correlated with learners' self-confidence, interest and attitude.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.235-236
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• 2018

본 연구는 대학 영어 교육에 다양한 멀티미디어를 활용함과 더불어, 온라인 학습관리시스템을 영어교육에 접목시킴으로써 상호 작용과 학습공동체 활동을 강조하는 다양한 기능들이 대학생들의 영어 학습태도와 결과에 어떠한 영향을 끼쳤는지를 알아보고자 하였다. 연구결과에 따르면 다양한 멀티미디어의 활용과 온라인 학습관리 시스템의 기능과 활동들을 통한 대학 영어수업이 학생들에게 영어수업에 대한 관심과 흥미를 높이고 보다 효과적으로 영어를 학습할 수 있는 경험을 제공해주었다고 할 수 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.213-221
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• 2019

The present study aims to investigate the effects of mobile phone use on aviation students' English language learning. Considering that affective factors have impacts on English language learning, this study focuses on confidence, motivation, and anxiety in English learning. For the current study, 46 college students were recruited. The participants were divided into one experimental group (n = 24) and one control group (n = 22) at random. During 16 weeks, the experimental group joined in chat via mobile phone while the control group did not. To understand the participants' experience of mobile phone use and to compare the attitudes towards English language learning, a survey was performed. Major findings are as follows: The experimental group showed more positive attitudes towards English learning than the control group did. Specifically, the participants who engaged in chat via mobile phone became more confident and motivated to learn English but less anxious about English learning. These results provide insights into the engagement in chat via mobile phone for aviation students' English learning. This study also suggests ways how CTL at universities can support their students' English language learning using mobile phones.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.165-166
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• 2019

본 연구의 목적은 대학 영어교육을 위한 효과적인 교수학습설계를 통해서 학습자 중심의 학습 환경을 조성하고 학생들이 상호협력과 자기주도적인 학습을 통해 영어학습의 결과를 극대화할 수 있도록 할 수 있는 학습자 중심의 교수학습방법의 실행절차와 수업전략들을 알아보는 것이다. 기존의 강의중심 혹은 설명중심의 교수방법에서 벗어나 학습자주도의 교수학습방법을 대학영어교육에 적용함으로써 이러한 노력이 학생들의 영어 학습 경험과 상호 작용하는 교실 역학에 어떻게 영향을 주는지를 살펴보고 또한 다양한 디지털 학습관리시스템과 상호작용기반의 교수학습방법에 대한 학생들의 인식과 태도를 알아봄으로써 영어 학습에 효과적인 방향을 제시하고자 한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.362-373
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• 2020

This study examined the ordering effects of caption use on the English learning of aviation students. This study focused on the use of captions and the students' self-confidence, interest, and motivation for English learning. Sixty participants were divided randomly into the Caption 1 group (n = 30) and Caption 2 group (n = 30). During 16 weeks, the Caption 1 group was exposed to captioned media first, and then the same media with no captions was provided. The Caption 2 group was exposed to the non-captioned media first and then provided with captions on the second exposure. A survey was given to assess the attitude of each group to English learning. The survey results showed that all participants revealed moderately positive satisfaction on the use of captions in EFL classes. Regarding the ordering effects of caption use, the findings showed that the first exposure to the captions results in the students' self-confidence and interest. The second exposure to the captions, however, was beneficial for improving the students' motivation. From these findings, several pedagogical implications can be suggested.

• 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.