• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2008년도 학술대회 2부
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• pp.71-77
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• 2008

This study conducted to tried to find a way of on-line assessment of learner's interest and comprehension during interactive learning process. The result of experiment confirmed hat learners' behavior patterns acquired from log data could be good predictors of learner's level of interest and comprehension in actual performance on KORI program. To predict learning outcome depending on the behaviors of individual learners, self-efficacy and mastery goal orientation were measured as individual differences. Then, participants were asked to use TA program KORI program at home for ten days and their response patterns were recorded through network. After using KORI, the levels of interest and comprehension were measured. As the result of multiple regression analysis, each learner's interest and comprehension were predicted depending on the combination of log data captured on real-time. This prediction process was done differently depending on learners' characteristics. Since equations which predict learners' interest and comprehension are different depending on learners' characteristics, differential interfaces should be provided depending upon changes in their level of interest and comprehension.

• International Journal of Contents
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• 제5권3호
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• pp.65-70
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• 2009

This paper describes ongoing work on the correction of adverb errors committed by Korean learners studying English as a foreign language (EFL), using an automated English writing assessment system. Adverb errors are commonly found in learners 'writings, but handling those errors rarely draws an attention in natural language processing due to complicated characteristics of adverb. To correctly detect the errors, adverbs are classified according to their grammatical functions, meanings and positions within a sentence. Adverb errors are collected from learners' sentences, and classified into five categories adopting a traditional error analysis. The error classification in conjunction with the adverb categorization is implemented into a set of mal-rules which automatically identifies the errors. When an error is detected, the system corrects the error and suggests error specific feedback. The feedback includes the types of errors, a corrected string of the error and a brief description of the error. This attempt suggests how to improve adverb error correction method as well as to provide richer diagnostic feedback to the learners.

• 영어어문교육
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• 제16권4호
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• pp.91-106
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• 2010

This study examines the use of hedges in cross-cultural communication between EFL learners in an e-learning environment. The study analyzes the use of hedges in a corpus of an interactive web with a bulletin board system through which college students of English at Japanese and Korean universities interacted with each other discussing the topics of local and global issues. It compares the use of hedges in the students' corpus to that of a native English speakers' corpus. The result shows that EFL learners tend to use relatively smaller number of hedges than the native speakers in terms of the frequencies of the total tokens. It further reveals that the learners' overuse of a single versatile high-frequency hedging item, I think, results in relative underuse of other hedging devices. This indicates that due to their small repertoire of hedges, EFL learners' overuse of a limited number of hedging items may cause their speech or writing to become less competent. Based on the result and interviews with the learners, the study also argues that hedging should be understood in its social contexts and should not be understood just as a lack of conviction or a mark of low proficiency. Suggestions were made for using computer corpora in understanding EFL learners' language difficulties and helping them develop communicative and pragmatic competence.

• 한국의상디자인학회지
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• 제17권1호
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• pp.13-24
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• 2015

The purpose of this study is to examine the influences of learners' self-efficacy on class satisfaction in learning practical basic sewing. Questionnaires were distributed to 181 college women students living in the areas of Deagu Metropolitan City and Gyeongbuk Province. The data obtained were analyzed by using various statistical tools: frequency, factor analysis, reliability analysis, correlation analysis, and multiple regression. The self efficacy of learners of practical basic sewing were made up of five factors: ability to manage interpersonal relationships, ability to deal with assigned tasks, anxiety, challenging spirit, and fear. Class satisfaction was composed of the following factors such as interest in class, professors' ability, achievement of class objectives, connectivity, preparation for class, preference for practices, and perfectibility. This study indicated the correlations between sub-variables of learners' self efficacy and class satisfaction. In other words, the higher were the levels of ability to manage interpersonal relationships, and ability to deal with assigned tasks in self efficacy, the higher were the levels of interest in class, professors' ability, achievement of class objectives, preference for practices, and perfectibility in class satisfaction. The factors of ability to deal with assigned tasks, anxiety, and challenging spirit, in learners' self efficacy were found to have statistically significant effects on the achievement of class objectives. The factor of ability to deal with assigned tasks in self efficacy had a statistically significant influence on professors' ability. The factors of ability to deal with assigned tasks, anxiety, challenging spirit and fear were found to have statistically significant effects on all the factors of class satisfaction.

• 한국어교육
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• 제28권4호
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• pp.1-38
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• 2017

This longitudinal study analyzed syntactic development (Complexity, Accuracy, and Fluency; CAF) of six L2 Korean learners in a natural learning context. The learners recalled the stories of a short animated video through speaking and writing every 3 months, from month 0 to 15. The learners' responses were analyzed for a series of CAF measures and their cognitive, psychological, and social variables were investigated. The results showed that (i) L2 Korean learners' speaking and writing in various time periods showed significant differences in spoken and written accuracy, and complexity; (ii) the correlation between spoken and written complexity, spoken and written accuracy, as well as spoken and written fluency were significant, and (iii) the regression analysis showed that learners' cognitive, social, and psychological variables have significant effect on the L2 Korean syntactic development. The current study reports that L2 Korean learners engaged in self-learning in a natural learning environment without formal instruction made significant syntactic development.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• Educational Technology International
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• 제17권2호
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• pp.175-202
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• 2016

Most of the learning analytics research has investigated how quantitative data can affect learning. The information that is provided to learners has been determined by teachers and researchers based on reviews of the previous literature. However, there have been few studies on standard learning activities that are performed in e-learning environments independent of the teaching methods or on learning behavior data that are obtained through learning analytics. This study aims to explore the general learning activities and learning behaviors that can be used in the analysis of learning data. Learning activities and learning behavior are defined in conjunction with the concept of learning analytics to identify the differences between teachers' and learners' learning activities. Learning activities and learning behavior were verified by an expert panel review in an e-learning environment. The differences between instructors and learners in their usage were analyzed using a survey method. As results, 8 learning activities and 29 learning behaviors were validated. The Research has shown that instructors' degree of utilization is higher than that of the learners.

• 한국어교육
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• 제28권1호
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• pp.251-268
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• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.

• 한국어교육
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• 제23권1호
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• pp.77-100
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• 2012

This study investigates issues in relation to text segmenting, in particular, line breaks in Korean language textbooks. Research on L1 and L2 reading has shown that readers process texts by chunking (grouping words into phrases or meaningful syntactic units) and, therefore, phrase-cued texts are helpful for readers whose syntactic knowledge has not yet been fully developed. In other words, it would be important for language textbooks to avoid awkward syntactic divisions at the end of a line, in particular, those textbooks for beginners and intermediate level learners. According to our analysis of a number of major Korean language textbooks for beginner-level learners, however, many textbooks were found to display line-breaks of awkward syntactic division. Moreover, some textbooks displayed frequent instances where a single word (or eojeol in the case of Korean) is split between different lines. This can hamper not only learners' learning of the rules of spaces between eojeols in Korean, but also learners' development in automatic word recognition, which is an essential part of reading processes. Based on the findings of our textbook analysis and of existing research on reading, this study suggests ways to overcome awkward line-breaks in Korean language textbooks.

• International Journal of Contents
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• 제10권3호
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.