• Proceedings of the Korean Institute of Interior Design Conference
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• 2005.05a
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• pp.251-252
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• 2005

The present design, which is English Zone Development Project for 'G' Elementary School at Seo gu, Incheon, contained various booths for experiential learning corners as well as spaces of teaching learning through group study, dramas and role plays, breaking away from the structure and atmosphere of traditional language labs, and at the same time it include a school building as an affiliated space where the whole students can gather for discussion and learning. The general design concept adopted the atmosphere of an exotic street, installing five theme booths (airport, bank, hospital, book/game store and shop) along the wall and applying the image of road to the floor in order to perform role plays. The blackboard and furniture were also designed to produce the atmosphere of street so that elementary students take interest and actively participate in learning.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.145-152
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• 2022

The current study investigates the effects of an interactive learning environment on EFL students' vocabulary acquisition and reading comprehension skills. The study utilized a quasi-experimental design. The sample consisted of 41 students enrolled in the English program at Umm Al-Qura University studying Reading in EFL course in Summer 2018/2019. The sample was randomly divided into two groups: A control group consisting of 21 students and an experimental group of 20 students. The results revealed statistically significant differences at (α≤ 0.01) between the mean scores of the experimental group and the control group in the posttest of the vocabulary test and the reading comprehension test favoring the experimental group. Finally, the study concluded with a call for more studies on modern technologies in teaching EFL skills in the Saudi context.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.911-938
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• 2011

The present study examined the effect of two variables of task complexity, reasoning demand and time pressure, each from the resourcedirecting and resource-dispersing dimension in Robinson's (2001) framework of task classification. Reasoning demand was operationalized as the two types of texts to read and summarize, expository and argumentative. Time pressure was operationalized as the two modes of performance, oral and written. Six university students summarized the two types of text orally and twenty four students from the same school summarized them in the written form. Results from t test and ANCOVA showed that in the oral mode, reasoning demand tends to heighten the complexity of the language used in the summary in competition with accuracy but such an effect disappeared in the written mode. It was interpreted that the degree of time pressure is not the only difference between the oral and written modes but that the two modes may be fundamentally different cognitive tasks, and that Robinson's (2001) and Skehan's (1998) models were differentially supported by the oral mode of tasks but not by the written mode of the tasks.

• 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.

• Journal of Digital Convergence
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• v.9 no.4
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• pp.291-303
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• 2011

The purpose of this study is to identify how native speakers' video-conference teaching influences self-efficacy according to the cognitive styles of elementary school students compared with native speakers' traditional co-teaching. The results of this study are as follows. First, there was the difference in the effect on self-efficacy according to the difference in three teaching methods. Second, there was not the difference in self-efficacy according to cognitive styles. Third, there appeared the interaction effect of teaching methods and cognitive styles on self-efficacy.

• Journal of Korean Academy of Nursing
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• v.49 no.5
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• pp.526-537
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• 2019

Purpose: The aim of this study was to evaluate the validity and reliability of the Korean version of the Clinical Teaching Behavior Inventory (CTBI). Methods: The English CTBI-23 was translated into Korean with forward and backward translation. Survey data were collected from 280 nurses' preceptors at five acute-care hospitals in Korea. Content validity, construct validity, and criterion-related validity were evaluated. Cronbach's ${\alpha}$ was used to assess reliability. SPSS 24.0 and AMOS 22.0 software was used for data analysis. Results: The CTBI Korean version consists of 22 items in six domains, including being committed to teaching, building a learning atmosphere, using appropriate teaching strategies, guiding inter-professional communication, providing feedback and evaluation, and showing concern and support. One of the items in the CTBI was excluded with a standardized factor loading of less than .05. The confirmatory factor analysis supported good fit and reliable scores for the Korean version of the CTBI model. A six-factor structure was validated ($x^2=366.30$, p<.001, CMIN/df=2.0, RMSEA=.06, RMR=.03, SRMR=.05, GFI=.90, IFI=.94, TLI=.92, CFI=.94). The criterion validity of the core competency evaluation tool for preceptors was .77 (p<.001). The Cronbach's ${\alpha}$ for the overall scale was .93, and the six subscales ranged from .72 to .85. Conclusion: The Korean version CTBI-22 is a valid and reliable instrument for identifying the clinical teaching behaviors of preceptors in Korea. The CTBI-22 also could be used as a guide for the effective teaching behavior of preceptors, which can help new nurses adapt to the practicalities of nursing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.537-543
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• 2016

This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.50-59
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• 2021

To understand the research trends of English education in Korea for the last 20 years from 2000 to 2019, 12 major academic journals in Korea in the field of English education were selected, and bibliographic information of 7,329 articles published in these journals were collected and analyzed. The total number of articles increased from the 2000s to the first half of the 2010s, but decreased somewhat in the late 2010s and the number of publications by journal has become similar. These results show that the overall influence of English education journals has decreased and then leveled in terms of quantity. Next, 34 topics were extracted by applying latent Dirichlet allocation (LDA) topic modeling using the English abstract of the articles. Teacher, word, culture/media, and grammar appeared as topics that were highly studied. Topics such as word, vocabulary, and testing and evaluation appeared through unique keywords, and various topics related to learner factors emerged, becoming topics of interest in English education research. Then, topics were analyzed to determine which ones were rising or falling in frequency. As a result of this analysis, qualitative research, vocabulary, learner factor, and testing were found to be rising topics, while falling topics included CALL, language, teaching, and grammar. This change in research topics shows that research interests in the field of English education are shifting from static research topics to data-driven and dynamic research topics.

• 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.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2000.06a
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• pp.13-21
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• 2000

With the full implementation of STCW78/95 convention, how does China's MET suit the requirements of the Convention\ulcorner This paper gives a detailed description of he problem and offers proposal for emphasis on simulator training and English teaching.