• International Journal of Contents
• /
• v.12 no.2
• /
• pp.66-74
• /
• 2016

In recent years, studies have emerged highlighting the role of social networking services in the English as a foreign language context of Korea, particularly for teaching and learning, but none examine the role of Facebook in enhancing communities of practice. Therefore, this study undertakes such an endeavor on a Korea-based language teacher organization Facebook group. Social networking analysis came to reveal a group consisting of largely non-engaged members, with several key users successfully bridging the network and promoting engagement and interaction via commenting. Although the most viral posts were disproportionately organizational, professional development clearly emerges as the largest concern for active members. Ultimately, it will be critical for increasing success of the group as a social networking service to establish a means of further engaging all members, including those on the network periphery. To fully meet organizational goals, it will be imperative for key actors to be used increasingly proactively.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2011.11a
• /
• pp.1445-1448
• /
• 2011

이야기를 통한 메시지 전달은 가장 강력한 소통의 기구다. 그것은 디지털미디어가 발달하면서도 마찬가지이다. 정보의 급격한 양과 질적인 변화는 인간에게 다양하고 변화되는 학습이 요구되고 있으며, 평생교육의 개념이 강화되는 상황 속에서, 디바이스의 발달은 지식정보화 사회에서의 필수적인 학습도구로서 자리잡고 있으나, 진화를 요구 받게 되어있다. 특히, 영어학습에서 디바이스들은 EFL 에서 학습한계를 극복하고, 문화적 교육을 가능하게 하는 도구로 발전하고 있으므로, 수집된 정보들은 의미전달에 있어서 효율성을 취하는 설계에 있어서 디지털 스토리텔링방법의 효과성 검증과 디지털 매체 그리고 변화된 환경의 학습자 분석을 통한 교수학습의 촉진기반연구가 필요하며, 이에 기반한 영어어휘 교수 학습설계의 개발연구를 제안하고자 한다.

• The Journal of the Korea Contents Association
• /
• v.15 no.12
• /
• pp.650-659
• /
• 2015

This study reports on the perspectives of Korean Chinese Japanese students (KS CS JS) on learning English at multi-cultural classrooms in Korea. The participants were 32 KS, 10 CS, and 14 JS in EFL writing classes, and the data comprised open-ended questionnaires and interviews. In analyzing the data, 'Intentional content analysis' and 'Critical discourse analysis' were adopted. The findings show that the learning of English in Korea was supported by 80% of JS, 71.9% of KS, and 50% of CS. The highest satisfaction of JS was caused by rich interactions with others. English speaking was the most difficult area for all the groups. Whereas KS (43.8%) used only Korean, CS and JS used both English and Korean for communication. Most KS (78.1%) hesitated to socialize with foreign students despite their wishes. These findings suggest that a variety of programs should be developed so that students share different cultures and use more English in the multi-cultural Korean context.

• Journal of the Korea Convergence Society
• /
• v.12 no.3
• /
• pp.61-67
• /
• 2021

The purpose of this study is to demonstrate how EFL learners can overcome the limitations of traditional classes and practice communication through the learning activity model. As a research method, it was conducted from March to June 2019 to develop and derive strategies and guidelines through model development, validation, and application. After two validity tests, the model was applied to the experimental group, resulting in an increase of self-direction, engagement, problem-solving, and participation. Moreover the post results showed significant results in all fields, the usefulness of this model was confirmed. However, continuous follow-up research is needed, including the development of software that can easily apply AI related to English learning to classes, and the presentation of convergence activities with more systematic maker education in learning activities.

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

• International Journal of Contents
• /
• v.11 no.4
• /
• pp.15-24
• /
• 2015

The purpose of this study was to investigate the effect of the use of video resources on improving listening comprehension. 86 students enrolled in a summer session at a Korean university participated in the study. They were assigned to one of three groups based on the results of their TOEIC test scores: 29 students were assigned to the low group, 29 students to the intermediate group, and 28 students to the advanced group. Each group studied the same lessons using authentic video materials. They were taught for 10 sessions over three weeks. The pre- and post-test design helped to determine whether authentic videos were effective in improving listening skills for all proficiency levels. In addition, a questionnaire investigated students' perceptions toward using video resources. Paired sample t-tests, ANOVAs, and an ANCOVA were utilized to identify significant differences. It was concluded that in the intermediate and advanced proficiency groups, the students' listening skills increased significantly after learning with videos. In addition, listening improvements among the intermediate and advanced students were much greater than those of the low proficiency group. As for students' perceptions toward using video resources for improving their English listening skills, they responded positively. Based on these findings, pedagogical implications are suggested, and future studies will be discussed.

• Journal of The Korean Association of Information Education
• /
• v.4 no.1
• /
• pp.120-128
• /
• 2000

Even though we basically regard spoken English like listening and speaking rather than written language as an important principle in Elementary Education of English, actually students are being taught English only by imitating what they heard and watched through audio or video tapes in the scene of elementary school. Of course, it is successful to learn English focused on a spoken language not in EFL(English as a foreign language) but in ESL(English as a second language) circumstance. Therefore, we provide products of multimedia contents in order to give opportunities which can make use of English in the classroom through the Web in this paper. In addition to it, we write this paper on method to strengthen motivation for learning language even out of the classroom by putting English to practical use through video conference system or E-mail exchange.

• Journal of the Korea Society of Computer and Information
• /
• v.22 no.6
• /
• pp.33-40
• /
• 2017

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.

• Journal of the Korea Convergence Society
• /
• v.11 no.5
• /
• pp.183-189
• /
• 2020

This study was carried out to find out the acquisition effect by measurement periods of adult learners learning through English pattern practice. The subjects of this study were divided into adult learner groups including the learners in their 40s and those who were over 65 and the child group who were 8 years old as a comparative group. After the subjects had a pre-test at first, person agreement and tense were instructed though English pattern practice and right after that, they had a post-test. Then 4 weeks later, they had a delayed test. As a result, the acquisition result of adult learners learning though English pattern practice showed the largest rise by those in their 40s and the learners of those over 65. However the adult learners aged over 65 showed the largest drop in delayed test of the reading comprehension. Based on these results, it is necessary to develop teaching method for adult learners in consideration of their characters and weak points.

• Journal of Convergence for Information Technology
• /
• v.11 no.3
• /
• pp.174-184
• /
• 2021

The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.