• Journal of Industrial Convergence
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• v.20 no.11
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• pp.41-47
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• 2022

This study explored the academic emotions of university freshmen depending on the type of online class(pre-recorded lecture vs. real time online class) that they took during the COVID-19 lockdown. 170 freshmen participated in the survey based on the 'Academic Emotion Questionnaire(AEQ)', and the statistical results are as follows; Firstly, research showed that the participants felt higher positive emotions for pre-recorded lecture than for real time online class, and higher negative emotions for real time online class than for pre-recorded lecture(p < .01). Secondly, participants felt different emotions depending on English level(p < .01). Thirdly, participants felt different emotions depending on their majors(p < .01). Students majoring in science & engineering felt higher positive emotions than those in humanities & social studies in pre-recorded lecture class. Fourthly, participants felt different emotions depending on gender(p < .01). Female students felt higher negative emotions than male students. Finally, the pedagogical implications and suggestions were discussed.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.99-106
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• 2020

Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Journal of Korean Public Health Nursing
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• v.11 no.2
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• pp.180-193
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• 1997

This study was designed to set up more developed curriculum in Nursing department of a junior college. The sample for the study were fifteen curriculums of fifteen selected junior colleges in Seoul and Kyunggi area. The credits and hours of each curriculum were analyzed into means and compared with the one of the example college. The data were categorized into seven sections; cultural subject, basic medical science, major subjects such as Nursing, Fundamental Nursing, electives, teaching and non-teaching subjects, and clinical practice. The data were analyzed by means of descriptive statistics. The results of the study were as follows; 1. Credit hours of Cultural subjects of each college ranges from $5.8\%\;to\;25.7\%$ of the total graduate credit hours; most commonaly lectured subjects are English 05 colleges), Korean (11 colleges), psychology (10 colleges), and computer (10 colleges). 2. In the case of the example college, Anatomy and Psychology were jointed as one subject, Basic Nursing Science, and some more study in depth should be made to develop more of this type of conjunction among related subjects on basic medical science. 3. As for the mendatory subjects of the example college, subjects on Adult Nursing was fourteen credits (14 hours), which was higher than the average 12.9 hours of other colleges compared. 4. Credit hours of Basic Nursing Laboratory were eight to ten credits (12-18 hours), which was higher than actual class hours. As more and more hospitals test clinical aptitude when recruiting nurses, more emphasis should be paid to the clinical practice. 5. Among fifteen sample curriculums six to twelve electives were offered with twelve to twenty-three credits. Most commonly opened subjects were Physical Examination (5), Nursing English (14). and Geriatrics Nursing (13). Nursing English are considered to be more important in the view of clinical practice. and Oriental Nursing, Nursing Information and Health Insurance Management should be considered as specialized subjects. 6. Teaching and Non-teaching subjects In case of the example school. Clinical Emergency Medicine, Introduction to Emergency Medicine were offered for these non-teaching class students so they could prepare for the qualification examination. 7. Clinical Practice The average credit hours for clinical practice of the sample college were 20.9 credit hours $(66.5\%)$ and the example school offered twenty credit hours which was slightly lower than the other forteen.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.3
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• pp.131-142
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• 2022

This study aims to explore how college students have adjusted to Internet-based learning (IBL) since the pandemic and how they have subjectively experienced their Internet-based classes including live-streaming and recorded classes. We conducted a qualitative study on 16 college students in South Korea. The analysis of the in-depth interviews revealed that despite early negative experiences regarding adjustment to IBL, the participants seemed to have developed an increased sense of control over their learning and simultaneously reported a greater need for self-discipline and social support in order to stay motivated. Also, instructors' digital competence and creative attempts to facilitate class communication and discussion appeared to have influence on successful IBL. Lastly, the participants' physical learning environments seemed to impact their online learning in terms of their level of alertness and motivation for study. Implications and suggestions were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1718-1723
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• 2014

We proposes the method to detect the Hangul and English character region from natural image using structural feature of Hangul and English Characters. First, we extract edge features from natural image, Next, if features are not corresponding to the heuristic rule of character features, extracted features filtered out and select candidates of character region. Next, candidates of Hangul character region are merged into one Hangul character using Hangul character merging algorithm. Finally, we detect the final character region by Hangul character class decision algorithm. English character region detected by edge features of English characters. Experimental result, proposed method could detect a character region effectively in images that contains a complex background and various environments. As a result of the performance evaluation, A proposed method showed advanced results about detection of Hangul and English characters region from natural image.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.730-739
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• 2021

This paper aims to examine the relationship between global competence and English learning motivation, thereby finding an effective way to strengthen learners' global competence. Data are collected from 361 freshmen studying in a compulsory English course at H University in Seoul, using a survey with five-point Likert scale. Results reveal that there is a positive relationship between global competence and all four components of English learning motivation(integrativeness, instumentality, intrinsic and external motivation). Especially the correlation between global competence and learners' integrativeness is found to be the highest. Thus, this paper proposes two applicable class activities under the assumption that strengthening integrativeness is the most effective way to promote global competence.