• International Journal of Contents
• /
• 제11권1호
• /
• pp.1-6
• /
• 2015

The development of information and technology has brought plenty of changes to the educational environment. The prevalence of smart phones is particularly playing a huge role in shaping learning methods. Smart phones provide the opportunity to scan QR codes, which can greatly ease access to information. Due to a high recognition speed, recognition rate, and restoration rate, they can be useful tools for English teachers to use in their class. In this study, we suggest using QR codes for writing and picture descriptions. Based on this study, more research should invest in Technology Embedded English teaching models to create better English classes for students.

• 영어어문교육
• /
• 제16권3호
• /
• pp.207-229
• /
• 2010

The present study has sought to explore the critical issues of English immersion education through the voices of the four elementary teachers who have recently taught at immersion programs under the guidance of Busan Metropolitan City Office of Education. The interview data with three teachers and the teaching journals of one teacher were analyzed and categorized into two emergent themes: (1) current difficulties in the immersion programs and (2) possible problems with the implementations of immersion programs in all public schools. Specifically, the first issue included teachers' inadequate teaching skills for immersion programs, accumulated learning losses, and lack of immersion class hours. The second issue included workload imposed on immersion program teachers, promotion of private education, learning losses of other subjects, and administration for show. Finally, pedagogical implications are suggested.

• 영어어문교육
• /
• 제15권3호
• /
• pp.105-127
• /
• 2009

This study investigates effective models of team teaching in Korean middle school classrooms based upon a questionnaire survey and two English listening tests. The data from 349 first year middle school students from 3 different middle schools were collected and compared between team teaching (TT) types in terms of participants' background language learning methods and their opinions about TT. The findings of the present study indicate that students appear to have different opinions about TT according to the TT types. Also the results of the English listening tests between students who took TT and those who didn't take TT show significant differences between TT groups. This study gives both native English teachers (NETs) and Korean English teachers (KETs) the perspectives about effective TT type and the opportunities that both types of teachers could reconsider their TT in order to develop students' English communicative competence more successfully.

• 영어어문교육
• /
• 제17권4호
• /
• pp.395-411
• /
• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• 영어어문교육
• /
• 제10권3호
• /
• pp.127-142
• /
• 2004

This paper examines the relationship between children's English proficiency in grade three and English learning environment and experiences before entering elementary school. In English learning environment and experiences, three influences consisting of children, home environment, and environmental influences of English learning are used to find out which influences contributed to children's English proficiency in grade three of elementary school. The result of this study shows that children with high interest in English have higher proficiency in all language skills reading, writing, listening, and speaking than that of children with low interests. For parents' influences, parents' high interests toward their children's English leaning and high monthly income result in children's high English proficiency. For English environmental influences, children who start at the early age and continue studying English have higher English proficiency.

• 영어어문교육
• /
• 제13권3호
• /
• pp.253-273
• /
• 2007

This study explores issues on how students' variables are related to their educational achievement in English subject. The National Assessment of Educational Achievement (NAEA) is conduced every year to measure educational progress and achievement, and to monitor the quality of education at the national level and appropriateness of the national curriculum. It also serves the purpose to collect background information affecting educational achievement. The background information is gathered by using questionnaires for students, teachers and school administrators. Among the student variables in the national level educational achievement assessment is self-regulated learning, which is composed of self-efficacy, self-control and learning strategy. In the NAEA in 2005 it was found that the features of self-regulated learning were significantly correlated to test scores in English. The findings from the analysis of the trends of the relationships between test scores in English and information on students' self-regulated learning provide implications for the national curriculum as well as for learning and teaching.

• Child Studies in Asia-Pacific Contexts
• /
• 제2권2호
• /
• pp.133-144
• /
• 2012

Research has shown that mothers' attitudes towards early English language and literacy learning are important for children's English language development. Some researchers have indicated that in Taiwan most parents have a positive attitude towards English instruction and are motivated to teach English at home to their preschoolers. There is, however, little current data available to explain the motivations behind such parents' decisions to teach English to their child in the home before the commencement of formal schooling. We conducted a thematic analysis of the written survey responses of 263 Taiwanese mothers who explained why they taught their preschool children English at home. The findings indicate that English is highly valued for children's school readiness, future career opportunities, and because of its status as a global language. The mothers' motivations for teaching English include the desire to cultivate the child's interest, a belief in 'the earlier the better" for second language learning, and a belief in the need to review and practice English. These findings have the potential to inform educational policies and implementation strategies, as they can reveal whether mothers' motivations align with national priorities for English language education.

• 영어어문교육
• /
• 제17권3호
• /
• pp.237-254
• /
• 2011

This study investigated Korean university students' perceptions of NESTs (Native English Speaking Teachers) and NNESTs (Non-native English Speaking Teachers) in TEE (Teaching English through English) courses to examine strengths and weaknesses of NESTs and NNESTs. 100 university students who had an experience in taking TEE courses with both NESTs and NNESTs answered the questionnaire in which they were asked to answer questions of general area, language skills, affective areas, and teaching behaviors. 20 students out of them were also interviewed to consolidate the data. The results revealed that except for speaking ability, students did not express a strong preference for NESTs and they did have a preference in learning some specific skills. In terms of affective areas, students had a preference for NNESTs. In addition, there were differences in teaching behaviors of NESTs and NNESTs. These findings have valuable implications for NNESTs to improve their speaking proficiency: analyzing and participating in discourses, and monitoring teaching practice through videotaping.

• 디지털콘텐츠학회 논문지
• /
• 제15권2호
• /
• pp.173-179
• /
• 2014

영어 수업에 있어서 멀티미디어 프레젠테이션을 만들어가는 것을 통하여 영어를 배우는 창조적 기술을 시도하는 학습 환경이 매우 중요하다. 영어를 학교 밖에서 사용할 기회가 없는 학생들에게 이러한 방법은 수업의 목표와 적합한 연습을 가능하게 하고 또한 개인의 수준에 맞는 관계를 형성하도록 해준다. 언어는 문장의 구조와 품사, 시제 등을 포함하고 있기 때문에 더욱 외국어 습득에 있어서 문법을 학습하는 것은 매우 중요하다. 이 연구의 목적은 멀티미디어 프레젠테이션이나 파워포인트 프레젠테이션을 이용하여 영어 문법을 학습할 때 제2 외국어로서 영어를 공부하는 학생들을 위하여 효과적인 영어 문법을 가르치기 위하여 멀티미디어 프레젠테이션을 이용한 새로운 영어 교육 방법을 개발하고자 한다.

• 한국영어학회지:영어학
• /
• 제3권2호
• /
• pp.233-254
• /
• 2003

This paper analyzed the effect of using a content-based English textbook in teaching English to Korean college students. The textbook reflected the recent trend in EFL/ESL development that subject matters should be taught as part of the language instruction. The analysis of the questionnaire survey conducted to college students at the end of the semester revealed an encouraging result that this new type of ELT college textbook is effective in helping Korean college students prepare for learning their subject areas through English. Based on this positive outcome, a suggestion is made that the current general purpose college English teaching curriculum be shifted toward a content-based specific purpose type to accommodate the increasing demand of learning subject areas through English in colleges in Korea.