• 공학교육연구
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• 제14권6호
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• pp.16-23
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• 2011

As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

• 대한간호학회지
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• 제45권6호
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• pp.939-948
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• 2015

Purpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

• Educational Technology International
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• 제10권1호
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• pp.59-78
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• 2009

Language Capital is one of the most important academic abilities and competencies for new era of globalization worldwide. In Europe and Asia where English is not the native language, it is necessary to encourage higher education to improve language competency from both qualitative and quantitative aspects. In so far as online university concerned, it appears of significance to prepare for globalization from the perspective of cross border education, and it needs to focus on how to design and develop English-medium teaching (EMT) or in other words English mediated instruction(EMI) for both teachers and students. In order to provide supportive programs of English-mediated class for teachers and students, the study examined and analyzed what abilities are needed for teachers based on DACUUM approach, suggesting teachers' competency as well as strategies for online- EMT. Based on literature review, DACUUM analysis, focus group interview with teachers and students who experienced online EMT, online programs supporting both teachers and students for online EMI were developed. This program expects to play roles of practical guidelines and reference for both teachers and students online in an extension of language capital improvement.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 춘계 종합학술대회 논문집
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• pp.101-102
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• 2014

• 비교교육연구
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• 제24권5호
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• pp.1-25
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• 2014

본 연구는 중국과 한국의 대학영어강의 정책을 비교분석하고 이에 따라 양국의 영어강의 정책에 시사점을 제시하고자 하였다. 이를 위하여 대학영어강의의 도입 및 확대 배경과 현재적 상황을 살펴보았으며, 두 국가 간 영어강의 정책의 유사성과 차이점을 비교분석하였다. 중국과 한국은 모두 지난 2000년대 초부터 고등교육 국제화의 일환에 따라 정부주도로 영어강의를 실시하기 시작하였다. 그러나 중국의 경우는 대학교육의 질 제고와 이중언어 전문가의 양성을 목표로 특정 과목을 중심으로 대학영어강의가 시작한데 비하여, 한국의 경우는 외국학생유치와 대학국제화를 목표로 영어강의를 추진하였다. 또한 중국의 경우는 주로 정부가 정책을 유도하고 대학은 이를 추진하는 특징을 갖고 있다면, 한국은 정부의 정책과 함께 대학들도 이에 동조하며 대학영어강의 확대를 추진하였다는 것이다. 이러한 분석을 바탕으로 양국의 대학영어강의 정책에 주는 시사점은 다음과 같다. 먼저 중국의 경우는 영어강의를 위한 교수자 또는 교재나 수업자료 등이 제대로 준비될 필요가 있으며, 한국의 경우는 영어강의의 무분별한 확대보다는 적합한 과목을 중심으로 시행될 필요가 있다는 것이다. 또한 양국 모두의 경우 영어강의의 진정한 목적에 대한 재고가 필요하며, 영어수업을 위한 학생과 교수자에 대한 추가적인 지원이 요구된다.

• International Journal of Contents
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• 제13권4호
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2019년도 춘계종합학술대회
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• pp.155-156
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• 2019

표준영어에 대한 집착과 압박으로 EMI를 실행한 바 있는 우리나라 일부 공과대학에서의 EMI 강의에 대한 부작용으로 잠시 붐을 이루었던 공과대학에서의 EMI는 소강상태를 보이고 있다. 이에 영어가 모국어가 아닌 국가인 다른 국가의 공과대학에서의 EMI 강의 실태와 동향을 살펴보고, 효과적 EMI 정책을 우리나라에서 펼 수 있는 시사점을 본 연구에서 찾아보고자 한다.

• 공학교육연구
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• 제13권6호
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• pp.188-194
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• 2010

본 논문에서는 공과대학에서 영어 원어민이 아닌 교수와 학습자간에 의해 이루어지는 EMI(English Medium Instruction)교육의 효율적인 강의방법을 제안한다. 비영어권에서의 영어강의는 학습자에게 영어 의사소통 능력의 향상 및 전공에 대한 이해를 목표로 이루어지지만 영어능력 및 관심이 낮은 대학생들에게 공학계열의 전공과목을 영어로 강의하는 경우 교수자와 학습자간에 이와 같은 효과를 얻을 수 있는 지에에 대한 분석, 전공이해에 미치는 효과 및 효율적인 교수법에 대한 연구 및 분석이 필요하다. 본 논문에서는 영어능력 및 관심이 낮은 공학계열 대학생들을 대상으로 실제 교수자 입장에서 세 번의 영어강의, 강의 평가 및 설문조사를 통해 좀 더 효율적인 영어강의 방법을 도출하였다. 강의대상은 토익평균점수 200-420점대의 공과대학생들이었으며, 연구방법은 세 학기 동일한 전공교과목의 영어강의를 진행하고 매 학기마다 강의평가를 수행하여 영어강의에 대한 만족도를 평가하였으며, 마지막으로 영어강의를 수강한 모든 학생들에게 영어강의에 대한 평가, 전공이해도 및 영어강의 방법 제안 등에 대한 설문조사를 실시하였다. 제안된 전공교과목 영어강의 방법은 영어능력이나 관심이 낮은 공과대 학생들에 대한 영어강의에 대한 관심을 높이고 따라서 전공 교과목의 이해 및 영어능력 향상에 도움을 줄 것이다.

• 비교문화연구
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• 제36권
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• pp.149-173
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• 2014

This paper examines language policies of Ghana and Tanzania (former British Colonies) since independence. The view that language use in education is a problem for African countries is evident in the ever changing language in education policies in many African countries. Because of the inevitable multilingual situation in many African countries, there are unavoidable challenges in their quest to adopt a language policy that works for the entire country since it is not practical to adopt all the languages spoken in the country as Media of Instruction. Ghana is not immune to this challenge and has fallen victim to this tendency to change the language in education policy from time to time in an attempt to adopt a satisfactory policy which would yield the intended results. Tanzania, however, is one of the few African countries that have found a sustainable language in education policy since independence. Nonetheless, it has its fair share of challenges as a consequence of the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possible future perspectives for the two countries.