• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• Journal of English Language & Literature
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• v.54 no.2
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1677-1680
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• 2003

In this paper, we propose the multimedia tutoring system that provides multimedia learning contents for english Loaming on mobile environment. In order to design and implement the system, we have developed mobile multimedia contents from contents modeling based on the types of item, but also mobile interface to provide learning contents for learners effectively under limitation of mobile environment. The contents server in this system creates multimedia learning contents as XML document for each learner and provides those to learners through mobile interface using Wireless Application Protocol at anytime and anyplace.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.223-231
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• 2012

Recently, We need a change of our education, Owing to trend of smart phone, approaching Digital Natives. We need some Teaching-Learning method, materials, softwares which realize Student-centered, Customized education more than E-learning, U-learning. Thus, In demand of This, This study will suggest a creative idea that how to design and produce smart-phone application which refers to 800 English words in elementary school recommended The Ministry of Education, Science, and Technology in Android Platform.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.79-91
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• 2011

The purpose of this paper was to take an in-depth look at early American English around the $17^{th}$ and $18^{th}$ century when immigrants from different European countries started to move into the New World. The paper attempted to describe early American English in relation to the process of immigration and settlement from a historical perspective. With a focus on major features of early American English such as uniformity, archaism and richness of lexicon, the paper tried to answer the questions such as how settlement influenced the formation and distribution of regional dialects across the continent, why immigrants tended to show a preference for a uniform way of speaking rather than choosing a variety of regional dialects for communication, and what role foreign languages played in the development of early American English. The overall findings based on the answers to these questions showed how American English went through a variety of processes and changes at the early stages of its development to become a national language later. The paper concluded with some remarks about the implications of the findings for EFL learning and the direction of future research on early American English.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.291-320
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• 2010

The Bible has been and still is one of the most influential books ever published. The English Bible has a great impact on English language, literature, and culture. Therefore, knowledge of the Bible is essential in learning English language, its literature, culture and tradition. Biblical allusions are found in great literature and the daily newspapers as well. Rock musicians, screenwriters, television producers, and advertisers use the Bible as a source. Politicians use the words and accounts of the Bible to frame their debates. The Bible has continued to be philosophically, ethically, religiously, and politically influential in Western, Eastern, now World cultures. Therefore, not to know it means not to understand a great portion of world culture. This study examines the influence of the first book of the Bible, Genesis, in English language, literature, and culture. Furthermore, this study suggests why we should incorporate the English Bible in English education.