• 디지털융복합연구
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• 제14권11호
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• pp.53-61
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• 2016

이 연구는 이러닝 수업을 듣는 대학생들의 영어학습믿음이 무엇인지 조사하고, 대학 이러닝 학습자들의 영어학습믿음과 수업성취도 사이에 상관관계가 있는지 조사하는데 목적이 있다. 이를 위해 Horwitz의 언어학습믿음목록 설문지를 이용하여 학생들에게 제공하였다. 141명 중 불성실한 답이나 무응답을 한 학생들을 제외하고 총 116명의 응답 데이터가 이연구의 분석 대상이었다. 요인분석 결과 얻어진 5개의 요인은 동기, 학습전략, 영어능력, 외국어능력, 의사소통전략이었고, 대부분의 대학생들은 언어학습에 대한 높은 동기와 기대를 갖고 있으나 자신의 언어능력이 없거나 부족하다고 믿는 것으로 나타났다. 학업성취도와의 상관관계분석 결과, 학습자의 동기에 대한 믿음이 학업성취도에 영향을 미치는 것으로 나타났다. 이 연구는 학습자의 동기에 대한 긍정적인 믿음을 높이기 위한 교수법이나 수업 커리큘럼 제작이 중요하다고 제안한다.

• 영어어문교육
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• 제10권2호
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• 영어어문교육
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• 제11권1호
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• pp.57-76
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• 2005

This study provides a rationale for using project-based learning with Korean students of English in Korea; in addition, it describes the process of creating and implementing project-based learning in the classroom and gives examples of how this unique teaching and learning method has been used successfully to teach learners with different levels of English proficiency. The first two chapters of the study examine the nature of project-based learning by comparing it with related fields of study, such as language teaching syllabi and methods, cognitive psychology, constructivists' views and interaction theory. The latter part of the study deals with issues related to applying project-based learning in Korean English classes. It emphasizes the importance not only of motivating active group effort and participation, but also in creating a trusting, cooperative relationship between group members in order to have a successful accomplishment of a project. The study concludes with implications for future studies.

• 영어어문교육
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• 제10권1호
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• pp.53-76
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• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.

• Educational Technology International
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• 제19권2호
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• pp.229-254
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• 2018

Universities in Korea have driven universities' new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend of the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in a college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning a college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.

• 정보처리학회논문지:소프트웨어 및 데이터공학
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• 제9권11호
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• pp.345-350
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• 2020

본 논문은 실버세대 영어학습자를 위한 모바일 학습 콘텐츠를 구현하고 이를 평가하여 이들을 위한 콘텐츠 설계시 고려해야 할 사항에 대해 분석하고자 하였다. 실버세대의 신체적, 학습적 특징과 요구사항 분석을 근거로 하여 영어학습 콘텐츠로 동영상 영어사전을 개발하였고 이를 평가하였다. 동영상 영어사전은 입력방식으로 OCR을, 출력방식으로 동영상을 활용하여 개발하였고 17명의 실버세대들을 대상으로 학업성취도, 학습만족도, 사용의 용이성을 평가하였다. 분석결과 문자 영어사전과 동영상 영어사전 모두 학습만족도가 높은 것으로 나타났으나 학업성취도와 사용의 용이성에서는 문자로 된 영어사전보다 동영상 영어사전이 더 높은 결과를 나타냈다.

• 융합정보논문지
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• 제11권11호
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• pp.312-326
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• 2021

본 다중 사례 연구는 언어 학습 및 사용에서 언어 사회화의 프레임워크[10]를 기반으로 코로나19 팬데믹 기간 동안 가정 내에서 4명의 대학생의 영어 학습과 관련된 가정 내 환경적 요인을 조사합니다. 본 연구는 서술 기법을 활용하여 중국 북서부 농촌 지역에 위치한 가정에서 중국인 대학생 4명의 온라인 영어 학습 양태를 조사하기 위해 시계열 분석을 수행합니다. 데이터는 2020년 3월부터 2020년 7월까지 구두 및 서면 서술, 반구조화 인터뷰, 수업 문서(수업 일정, 시간표)를 통해 수집되었습니다. 연구 결과에 따르면 각 학생은 가정 내에서 영어 학습에 영향을 미치는 서로 다른 가정 내 행위관습을 가지고 있었습니다. 결국 4명의 학생 모두 자신의 행위관습이 온라인 영어 학습을 비효율적으로 만든다고 느꼈고 가정 내에서 계속 학습하고 싶지 않다고 말했습니다. 본 연구의 결과는 중국 북서부 농촌 지역 부모들이 대학생들의 학습 환경을 구축하고 학생들이 가정 내에서 효과적인 학습 습관을 기를 수 있도록 주의를 기울이는 것이 중요함을 시사합니다.

• 영어어문교육
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• 제17권2호
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• pp.247-270
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• 2011

The purpose of this study is to investigate the effects of multimedia-assisted language learning on vocabulary learning and attention for elementary school students who are ADHD-prone. Among thirty-three students attending a private English academy in Daegu, four students who were prone to develop ADHD were chosen for this study. They were observed in a multimedia-assisted language learning class for four months and they were given a series of tests designed to measure their attention period and vocabulary ability. The results of the study are as follows. First, studying English by using multimedia was effective in improving the attention of those children prone to develop ADHD. Second, studying English through multimedia was effective in improving their vocabulary ability. Based on the findings, some pedagogical suggestions have been made for further study.

• 한국콘텐츠학회논문지
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• 제18권4호
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• pp.128-137
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• 2018

본 연구는 우수한 영어 수업을 관찰하고 활용된 학습 자료들을 분석하여 효과적인 수업 개선 자료를 제공하는데 목적이 있다. 학습 자료가 수업에서 어떤 양상으로 활용되는 지를 분석하기 위한 도구로는 학습 자료 활용 분석법을 사용하여 활용양상을 양화하였다. 분석 결과 수업 단계별 자료의 사용 정도는 전개 단계에서 가장 많이 활용되었고 그 다음은 도입, 정리 순이었다. 자료의 사용자 비율은 학생보다 교사가 높았으며 학생 개인이나 그룹별 사용 정도보다 학생 전체를 대상으로 학습 자료를 활용한 횟수가 많았다. 학습자료 활용 주체의 비율이 교사가 학생보다 4배 이상 높다는 것은 학습자 중심의 학습 자료 개발이 더 필요한 것으로 보인다. 또한 언어 자료보다 비언어 자료를, 한국어 자료보다 영어 자료를 많이 활용하였으며 문제를 제시하거나 설명을 할 때 학습 자료를 많이 활용한 것으로 나타났다. 본 연구를 통해 우수한 영어수업에서 활용되는 학습 자료의 특징들을 살펴보고 초등 영어 교사들에게 학습 자료의 적절한 활용 방법을 제공할 수 있을 것으로 본다.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.