• English Language & Literature Teaching
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• v.8 no.2
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• pp.197-218
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• 2003

The purpose of this study is to help the students in middle school improve their English listening comprehension by presenting effective teaching and learning techniques using animation. A good animation provides a self-contained world with language expressed in a virtual context. A few animation such as "Mulan", "The Emperor's New Clothes", and "Gulliver's Travel" are presented. The materials are primarily for English listening comprehension, enhance awareness of American culture and life-styles, and to encourage students' active role in learning English. It is suggested that their use with content-based instruction, where animation provides relevant schema background, makes language relevant and comprehensible. Practical aspects of classroom instruction are discussed, focusing on the adaption of pre-viewing, while-viewing, and post-viewing activities to the selected animation. It is concluded that careful animation selection, purposeful lesson planning, and the integration of pre-viewing, while-viewing, and post-viewing activities into the content-based lesson encourage natural language skills, especially the listening comprehension and students' interest in English.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.177-182
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• 2020

In the age of technology and information, communicating with people from different cultures is significantly important. Regarding this perspective, communicative competence has been the focus in the EFL educational context. The purpose of this study is to investigate the effectiveness of using movies in a culture-integrated English reading course at the college level. In order to achieve this purpose, pre- and post-reading comprehension tests, pre- and post-surveys and in-depth interviews were conducted. The results of data analysis showed that using movies in the culture-integrated English reading class positively affected students' interest and confidence towards English reading as well as their reading achievement. In this respect, we suggest that cultural teaching through movies in English classes should be learner-centered so that learners can proactively analyze and understand different cultural backgrounds shown in the movies and build schemas which can be used in their learning process.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2022.06a
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• pp.361-362
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• 2022

As the importance of maritime communication in a cross-cultural onboard working environment grows, the importance of developing systematic supporting aids both for learning and teaching maritime English has been emphasized. Given that English communication proficiency is one of the most critical factors in determining a seafarer's competency, a systemic supporting system for enhancing maritime English communication capabilities is essential not only for them to professionally carry out and conduct assigned duties onboard, but also for them to navigate success in their lives through increased labour mobility both at sea and onshore. The APEC Seafarers Excellence Network initiates the production of Maritime English Communication Packages for seafarers in APEC regions, under the leadership of the Republic of Korea. This paper introduces the design of APEC SEN Maritime English Communication Packages, which include textbooks, audio-lingual materials, online/mobile life-long learning platform and testing aids, ultimately for upand re-skilling of seafarers to increase their employability, mobility and preparedness for the future shipping industry where globalisation is expected to further accelerate.

• Journal of the Korean Society of School Health
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• v.26 no.2
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• pp.62-71
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• 2013

Purpose: This study was conducted to examine the level of communication, problem-solving, and self-directed learning competencies, academic and English achievement of healthcare major students in university and to determine the effect of three main competencies on their academic and English achievement. Methods: The participants were college students studying in health care related major at a four-year university in D-city who agreed to participate in this study. Some of their data were intentionally excluded as their answers were incomplete or missing and finally 272 surveys were analyzed. Results: It was found that they have high level of general life competencies of which the subcategories are communication, problem-solving, and self-directed learning competency. GPA and TOEIC score which are the indicators of academic and English achievement were found to be correlated with the level of three competencies. Self-directed learning competency is assumed to be main cause variable of these achievement. Conclusion: As those students who have higher academic and English achievement also show high level of communication, problem-solving and self-directed learning competency. It is argued that a new curriculum that can contribute to improve communication, problem-solving and self-directed learning competency should be developed and implemented.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.4 no.4
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.113-131
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• 2014

This study aimed to explore the effects of private tutoring expenses, parents' monitoring affection, their children's learning value and self-regulated learning abilities on middle-school boys' and girls' English Math academic achievement. The subjects were the 3rd middle-school 1,123 students taking the private tutoring of English and Math who participated in the Korea Child Youth Panel Surveys(KCYPS). The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of middle-school students' sex, as monthly average private tutoring expenses were more, the levels of parents' monitoring, and their children's learning value self-regulated learning abilities were higher, so middle-school students' academic achievement was higher. Secondly, regardless of middle-school students' sex, their self-regulated learning abilities were the highest predictors of English Math achievement. Also, their learning value and parents' monitoring influenced middle-school boys' English Math achievement in order. On the other hand, monthly average private tutoring expenses influenced middle-school girls' English Math achievement. Furthermore there were no moderating effects of parents' monitoring affection, their children's learning value and self-regulated learning abilities between monthly average private tutoring expenses and middle-school boys' and girls' English Math achievement. Finally, based on the results, the importance of parents and Home Economics was suggested in attaining middle-school students' higher academic achievement. Especially, Home Economics can play an important role of enhancing middle-school students' self-regulated learning abilities and learning value necessary for middle-school students' higher academic achievement.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.650-659
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• 2015

This study reports on the perspectives of Korean Chinese Japanese students (KS CS JS) on learning English at multi-cultural classrooms in Korea. The participants were 32 KS, 10 CS, and 14 JS in EFL writing classes, and the data comprised open-ended questionnaires and interviews. In analyzing the data, 'Intentional content analysis' and 'Critical discourse analysis' were adopted. The findings show that the learning of English in Korea was supported by 80% of JS, 71.9% of KS, and 50% of CS. The highest satisfaction of JS was caused by rich interactions with others. English speaking was the most difficult area for all the groups. Whereas KS (43.8%) used only Korean, CS and JS used both English and Korean for communication. Most KS (78.1%) hesitated to socialize with foreign students despite their wishes. These findings suggest that a variety of programs should be developed so that students share different cultures and use more English in the multi-cultural Korean context.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.171-177
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• 2021

This study examined how the use of learning apps in Zoom-based classes affects learners' English achievement and assessed the efficiency of app use in Zoom-based English classes. The study utilized the English Central (EC) app to induce learners to actively participate in zoom-based classes. To assess the app's efficiency, two rounds of achievement tests and an open-ended questionnaire were administered. The two tests showed that Zoom-based EC app utilization classes positively affected learners' English achievement and the questionnaire revealed that the learners were highly satisfied with using the EC app in Zoom-based classes. The participants praised this approach for "complementing insufficient class content" and facilitating "immediate feedback" (on the EC app), "English practice," and "real-time communication and sharing of opinions" (on Zoom-based classes), describing it as "not boring" and "4 skill training in English." Instructors should strive to efficiently use such new teaching tools in the evolving environment of the untact era.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.3
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• pp.59-71
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• 2018

Social media has immense popularity among all services today. Data from social network services (SNSs) can be used for various objectives, such as text prediction or sentiment analysis. There is a great deal of Korean and English data on social media that can be used for sentiment analysis, but handling such huge amounts of unstructured data presents a difficult task. Machine learning is needed to handle such huge amounts of data. This research focuses on predicting Korean and English sentiment using deep forward neural network with a deep learning architecture and compares it with other methods, such as LDA MLP and GENSIM, using logistic regression. The research findings indicate an approximately 75% accuracy rate when predicting sentiments using DNN, with a latent Dirichelet allocation (LDA) prediction accuracy rate of approximately 81%, with the corpus being approximately 64% accurate between English and Korean.

• English Language & Literature Teaching
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• no.3
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• pp.203-229
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• 1997

This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.