• Phonetics and Speech Sciences
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• v.6 no.3
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• pp.101-108
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• 2014

This study investigates the relation among pitch range differences, speech rate and realization of stress. To identify the realization of the stress, vowel formants and durational differences of stressed and unstressed vowels are measured. The Korean learners were asked to read a textbook passage which includes nine sentences. The major results indicate that: (1) Korean speakers' pitch range is less than 50% of the native speakers; (2) There is a significantly negative relation between high-low pitch range and speech rate; (3) The vowel qualities and durations of the stressed and unstressed vowels are related to the speech rate. But these are not related to the high-low pitch range.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.533-548
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• 2005

According to the increasing of the internet infrastructure and growth of contents technology, the users can access an education service at anytime and anywhere. In a field of English education, especially, internet technology has enabled learners to communicate with their teachers and multimedia contents technology has been able to provide learner not only lots of interests, but also good effect on English learning. In this paper, we propose a method diagnosing learner's level by using some question-items, which consist of item's type and item's function. Futhermore, the proposed system can support three devices which are PC, PDA, and Mobile Phone on wired and wireless internet communication environments. Also, the system provides multimedia contents including flash movies, image, and audio contents. We have applied the system into real classroom, and we verified that the question-items that system provides has no problem, and our method could improve each learner skill on English education. Therefore, we expect that learner who uses the proposed system will get level-based English learning service at anytime and anywhere.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.338-349
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• 2000

Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

• Journal of Korea Multimedia Society
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• v.24 no.12
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• pp.1663-1672
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• 2021

There are various typing practice applications. In addition, research cases on learning applications that support typing practice have been reported. These services are usually provided in a way that utilizes their own built-in text. Learners collect various contents through web services and use them a lot for learning. Therefore, this paper proposes a learning application to increase the learning effect by collecting vast amounts of web content and applying it to typing practice. The proposed application is implemented using Tkinter, a GUI module of Python. BeautifulSoup module of Python is used to extract information from the web. In order to process the extracted data, the NLTK module, which is an English data preprocessor, and the KoNLPy module, which is a Korean language processing module, are used. The operation of the proposed function is verified in the implementation and experimental results.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.73-82
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• 2020

The main purpose of this study was to analyze the general informatization situation of North Korean defectors and to study the characteristics and needs of the learners in order to provide the directions of information education for them. The results of the study showed the following characteristics of the North Korean defectors: They are slow learners due to the fear of new devices, have difficulty in learning due to the unfamiliar language of information and English, and indifferent when the situation is not related to themselves. Based on these learner characteristics and needs, this study suggests the strategies of step-by-step repetition, use of North and South Korean dictionary of the information terminology, apply job-centered and communication abilities, and suggested a four-element STEP model. Raising the level of informatization of North Korean defectors will help establish a successful settlement to South Korea. This will be a valuable foundation and a stepping stone for the future unification of Korea.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.21-32
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• 2021

The current study investigates how Malaysian ESL learners' L2 (English) speaking fluency is reflected in advanced L2 reading and what difficulties they encounter in reading comprehension. Nine Malaysian students attending a Korean university participated in qualitative research using in-depth and semi-structured interviews. The data revealed that L2 was a very familiar language, and their speaking fluency in L2 reduced the anxiety of L2 reading in general. However, it did not play a significant role in reading at an advanced level. Their difficulties in reading were mainly due to a lack of vocabulary knowledge. However, insufficient background knowledge and interest also frustrated their reading tasks. These factors lowered their reading comprehension, causing inaccurate interpretations or discouraging their endeavors to find messages from the given text. Thus, these findings should be carefully addressed in reading classes for Korean L2 learners as well as international students.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.1008-1018
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• 2014

The purpose of this study is to investigate whether there are differences in academic self-efficacy and test anxiety between two groups(depending on gender and English achievement levels) of Korean middle school students. The subjects are 98 students who are 36 male and 62 female students. Two Questionnaires were administered to measure the learners' academic self-efficacy and test anxiety level. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in academic self-efficacy and test anxiety between two(male-female) groups. But there were no differences statistically in academic self-efficacy and test anxiety between two(high level-low level) groups. Further studies need to be conducted carefully considering the limitations of this study in terms of its instruments and subjects. Also the differences in other affective variables between two groups need to be studied in the future.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.481-489
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• 2019

In order to explore the learning attitude of the learners and the effects of conscious learning attitudes on academic achievement in On-line education system of open high school, we analyze the log data of 2,965 first graders who studied English, Math, Integrated Society and Integrated Science during the first semester of 2018. This study examines the learning status according to the learner's background variables, and analyzes the number of lessons per hour, learning progress rate, learning period, learning start month, and formative evaluation results for each class. In addition, to verify the effects of conscious learning attitude on academic achievement, skewness and kurtosis are calculated by using learning frequency values for each class. As a result, in almost all fields, the average number of lessons per class, study duration, progress rate, and grades, women are higher than men. In addition, the older ones are, the higher they are and the Seoul area is higher than the other area. The average learning period is 2~3 months, and the longer the learning period, the higher the formative evaluation score. Lastly, even though the number of learning is lower than that of learners who concentrate on a certain period of time, the formation scores of learners who learn consciously are higher.