• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of Korean language education
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• v.29 no.1
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• pp.199-222
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• 2018

This study attempts to apply process drama in teaching Korean speaking. For that goal, the first part of the study introduces the main features of process drama exploring the possible use of teaching Korean speaking, and the second part presents a concrete example of developing a unit of the Sejong intermediate Korean conversation coursebook which was designed using a process drama method. Process drama is a process-oriented drama activity which progresses only with the teacher and students' spontaneous participation. With its unique meaning-oriented interaction paradigm, it has been suggested as an effective way of teaching and learning a foreign language. Since it emphasizes students' spontaneity, cooperation, and authentic communication, it commonly provides plenty of opportunities for students to interact in a meaningful context. Despite its effectiveness in teaching speaking, it has rarely been used in KFL contexts. Considering the limited opportunities to practice speaking in KFL classrooms, using a communication-rich activity such as process drama would be an optimal solution. This study, therefore, examines possible application of process drama in teaching Korean speaking, and introduces sample speaking materials designed for KFL intermediate learners.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.25-38
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• 2017

This study investigates non-native speakers(NNS) of English use of backchannels with beginner-intermediate learners' use of 'uh', 'um(uhm)', 'and' and 'hm' suggesting a view as a possible pedagogical implication. The initial aim of this study was to learn this phenomenon and observe their conversation patterns to compare with previous studies. Based on the previous findings, the analyzed data using conventional Conversation Analysis (CA) methods indicate the possible presence of L1 topic markers, '-un' and '-nun' in the form of L2 backchannel tokens when uttered by beginning and intermediate level speakers of English and the presences of L2 backchannel tokens appear only in front of noun phrases. Additionally, these same words with these tokens and when translated back to Korean also require topic markers of '-un' and '-nun.' Finally, This study discusses possible pedagogical implications with the initial analysis of backchannel tokens for Korean EFL learners. In addition, the ultimate goal of this study is to refine this analysis with follow up experiments to validate this investigation into a working hypothesis generating discussions of this backchannel phenomenon from being viewed as a hindrance to as an positive influence that needs to be understood.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.779-790
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• 2021

Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.491-497
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• 2019

As the world develops into a global society, more and more people want to speak foreign languages fluently. To speak fluently, you must have sufficient training in speaking, which requires a dialogue partner. Recently, it is expected that the development of voice recognition information technology will enable the development of a system for conducting foreign language speaking training without human beings from the other party. In this study, a test bed system for foreign language speaking training was developed and applied to elementary school classes. Elementary school students were asked to present their English conversation situation and conduct speaking training. Then, satisfaction with the system and potential for continuous utilization were surveyed. The system developed in this study has been identified as helpful for the training of learning to speak a foreign language.

• Journal of Sensor Science and Technology
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• v.30 no.6
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• pp.429-435
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• 2021

In this study, the creation of emotional dialogue was investigated within the process of developing a robot's natural language understanding and emotional dialogue processing. Unlike an English-based dataset, which is the mainstay of natural language processing, the Korean-based dataset has several shortcomings. Therefore, in a situation where the Korean language base is insufficient, the Korean dataset should be dealt with in detail, and in particular, the unique characteristics of the language should be considered. Hence, the first step is to base this study on a specific Korean dataset consisting of conversations on emotional topics. Subsequently, a model was built that learns to extract the continuous dialogue features from a pre-trained language model to generate sentences while maintaining the context of the dialogue. To validate the model, a chatbot system was implemented and meaningful results were obtained by collecting the external subjects and conducting experiments. As a result, the proposed model was influenced by the dataset in which the conversation topic was consultation, to facilitate free and emotional communication with users as if they were consulting with a chatbot. The results were analyzed to identify and explain the advantages and disadvantages of the current model. Finally, as a necessary element to reach the aforementioned ultimate research goal, a discussion is presented on the areas for future studies.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.263-270
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• 2015

L2 learners deal with communication problems encountered during the course of their oral communication by employing what are known as communication strategies(CSs). As CSs play a significant role in communication and language learning, identifying CSs that facilitate communication has become important in L2 research. However, there have been some controversies about how to identify CSs, especially about data sources: conversation data, retrospective interview data, or combining two types of data. Drawing on the advantages of converged data, this study aimed to identify CSs that L2 learners use in their English communication through a convergence analysis of data. In this qualitative case study, the data were collected from Korean L2 learners' conversations and retrospective verbal reports in stimulated recall interviews. Using a data convergence approach, various CSs were identified: definition replacement CSs, message change CSs, time-gaining CSs, and comprehension CSs. This study suggests the effectiveness of CSs in handling L2 communication problems and the usefulness of data convergence in L2 CS research.

• 대한공업교육학회지
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• v.30 no.2
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• pp.45-59
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• 2005

The purpose of this study is to develop and operate a curriculum which is able to connect a vocational high school to a general high school. That curriculum makes it possible to meet the necessity of accepting the learning rights for the students of a small scale school located in a rural community. And also, it is able to broaden the implementation of the elective-centered curriculum in the $7^{th}$ curriculum. So, We developed a connected curriculum model which fulfills to the utmost the requirement of a few students who want to go to a collage after finishing vocational high school and who want to get a job after finishing general high school in a electing their subjects and then operated it with student's moving to the connected schools on a Saturday. In this study, we got the results as follows: First, we prepared the curriculum environments which can accept the learning-demands of students in a small scale school located in a rural community. To do so, we publicized the curriculum of a vocational high school connected to that of a general high school, made questions, and organized the committee of students, parents and teachers and so on. Second, we organized and implemented the connected curriculum so that a small number of students could learn the subjects they demands. So, a small number of the vocational high school students could have learned the 'Math I' and 'English Conversation' which were not allowed in their school. And also, a small number of the general high school students who hope to have an occupation after graduation could have learned 'Web Design' subject. Third, we examined the problems and presented the solving methods according to organizing and implementing the connected curriculum. So we could have served as an aid on building up the foundation of the generation of the elective-centered curriculum.