• Educational Technology International
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• v.14 no.1
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• pp.109-136
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• 2013

We conducted an empirical study with 8 middle school students in Korea to investigate the usability and usefulness of our self-designed Digital Textbook. The Stimulated Recall (SR) Method using Morae software was utilized to analyze the learners' task behaviors and mental operations while using the Digital Textbook to learn English. Collected qualitative data indicated several problems in terms of the usability and usefulness of the Digital Textbook. The findings are summarized and some implications are discussed for further revision of the Digital Textbook and validation of the SR method as a usability-usefulness test tool.

• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.508-512
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• 2003

In 2000, the economy of Asia made a V-character type recovery from the currency and financial crisis in 1997. The increase in exports is assumed to be one of the causes. To negotiate with foreign countries, English must be indispensable in many cases. In this study, we investigated how English education is performed in East Asian countries while focusing on English textbooks. We metrically analyzed some textbooks used junior high schools and high school in Japan and Korea, and elementary schools in China and Singapore to compare them with U.S.A and U.K textbook. We investigated some characteristics of character-and word-appearance of English textbook using an exponential function. Moreover we derived the degree of difficulty far each material through the variety of words and their frequency on the basis of the required English vocabulary in Japanese junior high schools. As a result we could show at which level of U.S.A. or U.K the English textbooks used in East Asian countries are.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.674-683
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• 2015

One of the issues with the textbooks pertinent to the current study is whether or not the Universal Design for Learning (UDL) factors have been dealt to satisfy students with different aptitudes in learning the core objectives of the lessons. This study develops a modified version of the UDL analysis criteria from the cross curricular criteria to language teaching and learning and uses it to analyze the sequence of digital English textbooks to investigate the descriptive statistics of the UDL factors in the new textbooks. The result shows that the textbook is designed most favorably to the students with the talent of linguistic aptitude and less favorably to the students with other types of aptitudes. The sequence analysis shows that sentence/word length and appearance of new words are incrementally sequenced as students advance upper grades. However, the syntactic complexity of middle school curves up steeply which is different from the elementary school textbooks. The UDL analysis will provide learning factors to consider when designing digital English textbooks to cover different aptitudinal groups.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.622-633
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• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.

• Educational Technology International
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• v.16 no.1
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• pp.58-83
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• 2015

Digital textbooks draw attention as a new format of educational material, using the advantages of information technology; this innovative learning tool requires consideration as a part of successful and effective learning. The main purpose of the article is to investigate the mediating role of self-regulation between digital literacy and learning outcomes (academic performance and learning motivation) when using digital textbooks as a learning tool in Middle School English. Both descriptive and regression analysis were used as data analyses methods. The main findings of this study were as follows: first, digital literacy and self-regulation significantly predicted academic performance and learning motivation; second, self-regulation fully mediated between digital literacy and academic performance; third, self-regulation partially mediated between digital literacy and learning motivation. The research results proved the effects of digital literacy and self-regulation on the learning outcomes and mediating role of self-regulation between digital literacy and learning outcomes. These results help to design and implement effective lessons when using a digital textbook in Middle school English.

• English Language & Literature Teaching
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• no.1
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.229-240
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• 2010

The purpose of this paper is to develop and apply an electronic English textbook for the teaching and learning of 3rd grade students. For this purpose, the textbook was based on XML to maximize the advantages of the electronic textbook format, and avoid the disadvantages of the CD-ROM that $3^{rd}$ grade classes currently use. After electronic textbook was developed, focus group interview was implemented to confirm the effectiveness of that based on interaction, satisfaction, and interests. As a result of this study, interaction, satisfaction, and interests of students will be improved through the use of electronic textbook and it is anticipated self-directed learning ability will be improved. Also, we anticipate that the students' learning effectiveness will be enhanced.

• English Language & Literature Teaching
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• no.6
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.