• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.245-251
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• 2017

This presents an English conversation training system with which learners train their conversation skills in English, which makes them converse with native speaker characters in a virtual reality environment with voice. The proposed system allows the learners to talk with multiple native speaker characters in varous scenarios in the virtual reality environment. It recongizes voices spoken by the learners and generates voices by a speech synthesis method. The interaction with characters in the virtual reality environment in voice makes the learners immerged in the conversation situations. The scoring system which evaluates the learner's pronunciation provides the positive feedback for the learners to get engaged in the learning context.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.2
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• pp.297-304
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• 2015

Importance and necessity is enlarged due to globalization. So, English education is diverse and recently applies AR(Augmented Reality) technology to offer immersion and interest. Contents in this paper are Mobile AR contents for training infant English cognition. Our system displays teaching aid objects into 3D models, lets infants listen to English conversation and teaches them everyday English like a play. Considering infants that like games, this system adds an English game about each object of teach aids. To attract infants and parents interest persistingly, We give them immersion and interest by suggesting a different event at each step.

• Journal of Digital Contents Society
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• v.19 no.4
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• pp.621-630
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• 2018

This paper presents a case study on foreign language learning applications based on the speech recognition technology, aiming to grasp their current status and limitations of the technology applied to the foreign language speaking education, especially for English and French. As a result of examining the characteristics of the selected English and French applications by drawing on speech learning, it is shown that the use of speech recognition technology has the advantage of creating a speaking practice environment and giving feedback. However, in the case of feedback, there is a lack of appropriate calibration feedback which can help learners correct errors by themselves.

• Educational Technology International
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• v.21 no.2
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• pp.155-191
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• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• Journal of Digital Contents Society
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• v.19 no.8
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• pp.1575-1584
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• 2018

In this paper, we implemented a user - oriented adaptive English typing program using class and function structure provided by Python to get English learning effect while effectively typing English on PC. The user of the implemented English typing program creates a text file of required English example sentences and links them to use it for direct English typing exercise. In addition, based on the English sentence used in the English typing exercise, it is possible to obtain the English learning effect by providing the ability to perform the memorization test. The interface of the program is structured in the form of a game so that it can be accessed interestingly, and the ranking among the users is disclosed to provide a positive function. We expect that the implemented program will improve the user's English typing speed and improve the English learning effect.

• Research in Plant Disease
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• v.13 no.1
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• pp.61-65
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• 2007

English ivy (Hedera helix) in Araliaceae family is an evergreen climbing vine. A severe bacterial disease of English ivy was observed and investigated in January 2005. Initial symptoms on the leaves appeared as small water-soaked lesions on the lower surface. As the spots enlarged, the center became brown to brownish black and greenish-brown water-soaked, irregular margins surrounded the center, The spots developed into large irregular blotches, sometimes 5$\sim$10 mm in diameter, then coalesced. Finally, the water-soaked margins raised, dried out, became corky and broke in the center. A bacterial organism, isolated from the advancing margins of the lesions, was tested for its pathogenicity according to the Koch's postulates and biochemical and physiological tests identified the isolated bacterium as a Xanthomonas. The representative Xanthomonas strains (SL4821 and SL4822) isolated from English ivy were compared with a reference strain X. hortorum pv. hederae for fatty acid profiles, metabolic fingerprints and 16s rDNA sequences, showing that all outcomes were indistinguishable between the representative and reference strains. This is the first report of bacterial leaf spot of English ivy in Korea.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.6
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• pp.2049-2068
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• 2021

AI combined with NLP techniques has promoted the use of Virtual Assistants and have made people rely on them for many diverse uses. Conversational Agents are the most promising technique that assists computer users through their operation. An important challenge in developing Conversational Agents globally is transferring the groundbreaking expertise obtained in English to other languages. AI is making it possible to transfer this learning. There is a dire need to develop systems that understand secular languages. One such difficult language is Hindi, which is the fourth most spoken language in the world. Semantic similarity is an important part of Natural Language Processing, which involves applications such as ontology learning and information extraction, for developing conversational agents. Most of the research is concentrated on English and other European languages. This paper presents a Corpus-based word semantic similarity measure for Hindi. An experiment involving the translation of the English benchmark dataset to Hindi is performed, investigating the incorporation of the corpus, with human and machine similarity ratings. A significant correlation to the human intuition and the algorithm ratings has been calculated for analyzing the accuracy of the proposed similarity measures. The method can be adapted in various applications of word semantic similarity or module for any other language.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.1-24
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• 2012

It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.71-73
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• 2007

The Purpose of the study is to give Korean-English leaners better knowledge on vowel sounds in their learning English. The traditional description of the cardinal vowel system developed by Daniel Johns in 1917 is not enough to provide English learners with clear ideas in producing native like vowel sounds. For the reason, three Korean-native subjects, one male, one female and one child are chosen to produce 7 cardinal vowels and compare them with native English and American speaker's vowel sounds. The difference of produced vowels sounds is quantified and visualized by employing Sona-match program. The results have been fairly remarkable. Firstly, Korean-English learner's vowel sounds are articulated differently from their intention of vowel production. Secondly, the tongue positions of Koreans are placed slightly more down and forward to the lips than those of English and Americans. However, the front vowel /i/ sound is quite close to English and Americans. Lastly the mid-vowel /${\partial}$/ sound is not produced in any articulations of Korean-native speakers. It is thought that the mid vowel, /${\partial}$/ is a type of a weak sound regarded as 'schwa' which needs a great deal of exposure to the language to acquire a physical skill of articulation.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.39-69
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• 2010

This study aims to identify how participants in online-incorporated English learning perceive interaction between achievement and factors of learning and personality. Using grounded theory analysis, this study attempts to generate a theoretical model depicting how the factors work with the L2 learners situated in the learning setting. A total of 231 college freshmen participated in online and offline EFL learning programs for the duration of one semester. In addition, all respondents completed a survey questionnaire on their learning experiences. In the investigation of the differences between low- and high-proficiency groups, audio-taped interviews with 20 selected students, 10 from each group, have revealed differences not only in the types of personal and instructional factors, but also, more importantly, in the interrelationship between these factors in each group's learning model. These models effectively explained the statistically significant differences in four questionnaire items, such as online learning and contributions of offline class sections to their L2 achievement. These findings entail L2 practitioners' shared understandings of their students' perspectives of learning in the specific L2 learning context.