• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.289-295
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• 2020

The purpose of this study is to investigate the difference of learners' preference for animation movies in EFL English classes. In this study, four classes of 124 college students that participated in the English screen class employed an animation, Alice in Wonderland. This study examined the different activities of three categories of pre-study, while-study, and post-study. First, on the analysis of studying activities of 15 items, the results showed meaningful differences depending on the students' gender. That is, female students were more interested in mostly all of the activities, while male students' interests were skewed to some post-study activities. Second, comparing the differences of studying interest among the three groups, the low group is more concerned with the pre-study activities, while the higher group is generally interested in the while studying and post-study activities. Third, on the analysis of correlation between the three level groups and activities, the results indicated meaningful differences in some activities. In summary, based on the results of this research, it is necessary to consider the learners' variables and focus on the learners in the English screen class. Further, teachers should apply these results to the management of their screen class and to the development of teaching materials.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.645-657
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• 2021

Project-based learning (PBL) encourages self-autonomy and connects learning and real-life skills in the learning process. The purpose of the current study is to investigate students' life skills and self-regulated learning strategies in a PBL curriculum in order to examine how the proposed benefits of PBL are manifested in students' self-awareness of their learning process. Twenty-three students in a university in Korea participated in a 3-credit, 4-week, intensive PBL course for English majors. During the PBL course, students were asked to self-assess their life skills related to time management, cooperation, standard of work, and participation three times. In addition to the self-assessment, students kept reflection journals to keep track of their use of self-regulated learning strategies and progress which were also submitted three times. Based on the analysis of self-assessment and self-reflection, the results showed that students' perception of cooperation improved significantly during PBL. Furthermore, it was found that students also progressed through the three phases of self-regulated learning. Implications on suggesting on the use of PBL to encourage the development of life skills and self-regulated learning strategies are provided.