• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.179-191
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• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.

• Korean Educational Research Journal
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• v.42 no.1
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• pp.35-72
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• 2021

This study is to form develops an effective teaching method centered on the Korean "symbol adverb + predicate" type, helping Chinese students to learn Korean to communicate more accurately when expressing detailed complex feelings and various emotions.Manyforeignlanguage learners try to memorize individual words when they acquire the new vocabulary, this may lead to a problematic in that they cannot use Korean vocabulary accurately and naturally because they do not value the combination of vocabulary words. Since symbolic adverbs are not used in isolation and being frequently used with certain vocabulary words, it is more effective to teach them in the form of instruct learners using "symbol adverb + predicate" forms rather than individual vocabulary words. Accordingly, this research considers a particular vocabulary following symbolic adverbs or vocabulary groups with common semantic qualities that could be frequently introduced. Seven Korean language textbooks used by university in domestic Korea and China are compared and analyzed to reveal the aspects of differences in the use of descriptive words after symbolic adverbs. Finally, based on the textbook analysis results, the government propose a plan to improve the Korean "symbol adverb + predicate" type for Chinese learners. However, this study was limit to being unable to present specific educational measures for Chinese learners in the form of "symbol adverb + predicate". This is expected to complement the limitations of this study in subsequent studies, and lead to more specific discussions.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.19-38
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• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.12-17
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• 2023

This study investigates the effects of online English writing instruction on university students' writing performance and their anxiety. A total of 34 participants completed the pre- and post- writing tests as well as the surveys regarding perceived anxiety toward English writing. Reflection papers and interviews were employed to triangulate the results of the questionnaires. Quantitative analysis of learners' writing outcomes and surveys revealed that online writing instruction helped improve students' writing skills and reduce writing anxiety. The interviews and reflection papers demonstrated that learners found the writing instruction helpful in reducing somatic anxiety, avoidance behavior, and cognitive anxiety. The current study suggests that adopting non-face-to-face online writing instruction aids EFL students in developing their writing and alleviating writing anxiety.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.658-668
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• 2015

The purpose of present study tested the effects of context, transparency, familiarity and related variables on comprehension of 32 idioms in 87 Chinese learners of Korean who were attending the S university in Jeonnam providence. In the first assessment, idiomatic phrases were presented out of context. In another assessment, idiomatic phrases were embedded in supportive story contexts. To examine the difference based on task types, paired t-test or one-way ANOVA was used to test differences on related variables such as TOPIK, years of residence in Korea, major and etc. on idiom comprehension. The results of this study are summarized as follows. First, task type, familiarity and transparency were found to have no significant effect on idiom comprehension for Chinese learners of Korean. Second, the related variables such as TOPIK, and major had a significant effect on idiom comprehension. Third, percentage of context related interpretation error in context task was the highest. Literal interpretation errors were followed by it. It means they have a tendency to use contextual cues and semantic analysis of the phrase to comprehend Korean idioms. The results of study will be used to make a plan for teaching Chinese learners of Korean.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.197-216
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• 2012

This study examines spoken interlanguage of Korean learners of English, focusing on the distribution of modal verbs and devices of epistemic modality. (Semi-) spontaneous speech data were collected from four students participating in a self-organized study group for seven months, which produced a corpus of about 55,000 words. The data analysis reveals the following: 1) The frequency of the modal verbs produced by the learners was lower than that of native speakers; 1.99 vs. 2.32 tokens per 100 words. The range of the modal verbs used by the learners was also very limited, with over-reliance on can (43%). 2) The grammatical categories of the devices marking epistemic modality were in the order of adverbs, lexical verbs, and modal verbs, with a high frequency of a few items in each category. 3) Lexical items conveying certainty and modals of obligation were preferred over markers of weaker commitment, resulting in speech characterized by firmer assertions and a more authoritative tone, a potential cause for pragmatic failure. 4) A weak developmental change was observed in the frequency of modal verbs, but not in their functions over the seven month period of data collection. L1 influence, L2 proficiency, mode of communication, and instruction effects are discussed as possible variables involved in the distribution patterns observed.

• Journal of Korea Multimedia Society
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• v.3 no.5
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• pp.506-515
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• 2000

In this paper a web-based real-time education system, which is able to support education through multimedia, is suggested for the expansion of learner's creative ability in the school. This system is designed so that it can support three things: 1) a real time interaction between interaction between instructors and learners, 2) individual learning through such an interaction, and 3) a coercive distribution of display by instructions for preventing the deviation of learners from learning. Also, the system, which UML is applied to, makers efficient interaction possible through the module for the real-time exchange and management of messages even in the multi-user environment. Through this system, not only the simulation by learners can be made for experiments and practices, but also questions and respondence can be supported on the procedure of experiments and the analysis of their results. This system is bulit on constructivism, and aimed at helping the learning progress and knowledge formation of learners.

• Speech Sciences
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• v.5 no.2
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• pp.57-75
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• 1999

The purpose of this paper is to develop an English prosody training system using PC for Korean learners of English. The program is called Intonation Training Tool (ITT). It operates on DOS 5.0. The hardware for this program requires over IBM PC 386 with 4 MBytes main memory, SVGA (1 MByte or more) for graphic, soundblaster 16 and over 14 inch monitor size. The ITT program operates this way: the learners can listen as well as see the English teacher's stress and intonation patterns on the monitor. The learner practices the same patterns with a microphone. This program facilitates the learner's stress and intonation patterns to overlap the teacher's patterns. The learner can find his/her stress and intonation errors and correct these independently. This program is expected to be a highly efficient learning tool for Korean learners of English in their English prosody training in the English class without the aid of a native English speaker in the classroom.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.89-97
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• 2015

The aim of this study is to investigate the prosodic aspects of structural ambiguous sentences in Korean produced by Japanese Korean learners and the influence of their first language prosody. Previous studies reported that structural ambiguous sentences in Korean are different especially in prosodic phrasing. So we examined whether Japanese Korean leaners can also distinguish, in production, between two types of structural ambiguous sentences on the basis of prosodic features. For this purpose 4 Korean native speakers and 8 Japanese Korean learners participated in the production test. Analysis materials are 6 sentences where a relative clause modify either NP1 or NP1+NP2. The results show that Korean native speakers produced ambiguous sentences by different prosodic structure depending on their semantic and syntactic structure (left branching or right branching sentence). Japanese speakers also show distinct prosodic structure for two types of ambiguous sentences in most cases, but they have more errors in producing left branching sentences than right branching sentences. In addition to that, interference of Japanese pitch accent in the production of Korean ambiguous sentences was observed.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.75-95
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• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.