• 수산해양교육연구
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• 제27권3호
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• pp.813-820
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• 2015

In recent years, there has been an argument that the academic performance of college students taught in English might be lower than those exposed in Korean under ceteris paribus environment. This paper examined the validity of this argument against the effectiveness of teaching-in-English, using student data from investment courses at a leading national university in Busan. Of a total of 165 students, 77 students took the teaching-in-Korean class (cohort A), whereas 88 students registered for the teaching-in-English class (cohort B). The findings did not support the popular argument. There was no significant difference in academic performance between student cohort A and student cohort B.

• Journal of the Korean Data and Information Science Society
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• 제23권6호
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• pp.1137-1144
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• 2012

요즘 대부분의 대학들이 국제화를 목표로 재학생들의 어학능력 및 국제적 경쟁력 강화와 함께 영어강의의 중요성이 증대되고 있다. 본 연구에서는 강의평가점수를 이용해서 과목특성 변수들과 개인특성 변수들 별로 영어강의와 한국어강의의 효과성을 비교하였다. 또한 로지스틱회귀분석과 의사결정나무분석을 이용하여 어떤 요인들이 영어강의가 한국어강의에 비해서 효과적인지를 주효과와 상호작용효과 측면에서 분석하였다. 분석결과에 따르면 영어강의의 효과성에 영향을 미치는 변수로는 학년, 계열, 강좌규모, 평균평점, 계열, 전형방법 등으로 나타났다. 또한 영어강의 효과성이 특히 높은 그룹은 1학년이면서 인문계열인 경우, 그리고 1학년이면서 자연 및 예체능계열이고 평균평점이 높은 그룹이 높게 나타났다. 그리고 영어강의의 효과성 비율이 특히 낮은 그룹은 2-3학년 학생이면서 강좌규모가 크고 인문계열인 경우로 나타났다.

• 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.

• 비교문화연구
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• 제53권
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• pp.251-277
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• 2018

본 연구의 목적은 국내 대학에서 개설되는 영어강의를 참관하고, 교수자와 학습자를 대상으로 영어강의에 대한 인터뷰를 통해 국내 대학에서 개설되는 영어강의의 문제가 무엇인지, 영어강의의 효과를 높이기 위한 방안이 무엇인지 고찰하는 것이다. 본 연구의 목적을 위해 우선 일부 강좌만 영어강의로 개설하는 부산 소재 국립대학과 전체 강좌를 영어강의로 개설하는 울산 소재 국립대학의 영어강의를 구분하여 조사하고, 이를 전체 강좌를 영어강의로 개설하는 일본 대학의 경우와 비교 분석하였다. 영어강의에 대한 정확한 분석을 위해 동일한 방식으로 강의를 참관하고 분석하였으며, 해당 강의의 교수자와 학습자들을 대상으로 영어강의에 대한 인식을 확인하는 심층인터뷰를 진행하였다. 연구 결과에 따르면 국내 두 대학에서 개설되는 영어강의의 효과를 높이기 위해 학습자의 영어구사력을 영어강의 수강에 충분한 수준으로 높이고, 학습자간 영어구사력의 편차를 최소한으로 줄이는 것이 가장 필요하다는 것을 확인하였다. 이에 본 연구에서는 영어학습자의 영어구사력을 높이는 방안으로 영어강의 수강을 위한 학문목적 대학영어교육(EAP) 과정이 필요하다고 주장하였다.

• 영어어문교육
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• 제15권4호
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• pp.109-136
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• 2009

This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

• 공학교육연구
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• 제16권3호
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• pp.10-19
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• 2013

Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

• 영어어문교육
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• 제12권4호
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

• 영어어문교육
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• 제18권3호
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• pp.25-51
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• 2012

The study explores the way professors working in a private university in Korea perceive the recent English-medium instruction (EMI) frenzy in Korean higher education (HE) and the way they respond to its manifestation at their institution. Working within a qualitative research paradigm (Merriam, 2009), I gathered data primarily via one-time semi-structured interviews with ten participants who have offered or are offering EMI at the time of data collection and used a qualitative data analysis method. The findings illustrate that the professors view external factors residing outside individual universities, such as the college rankings and the university evaluation parameters, as the principal drive behind the current EMI boom in Korean tertiary education. Acknowledging the importance of strengthening the international competitive edge of Korean HE in the global era, the professors perceive the EMI policy positively expecting it to be beneficial for both students and institutions. They, however, problematize the blind acceptance of EMI policy and externally forced EMI expansion movement in Korean HE, which they believe will lower the standard of the academic experience of students. Experiencing first-hand the inadequate manifestation of the EMI policy at their university, the professors claim that a systematic long-term implementation plan and context-suitable approaches should be taken at both the national and institutional level for successful future EMI implementation and expansion efforts.

• 융합정보논문지
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• 제11권5호
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• pp.57-65
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• 2021

본 연구는 간호대학 학생을 대상으로 영어로 진행되는 전공교과목에 대한 태도, 만족도 등을 분석하기 위하여 216명을 대상으로 설문조사를 수행하였다. 설문결과, 학생들은 EMI 수업이 자신의 미래에 긍정적인 영향을 끼칠 것이라는 문항이 가장 높게 나타난 반면 수업시간외 동료들과 영어로 의사소통하려고 노력하는 항목은 가장 낮은 점수를 보여주었다. 학생들은 EMI수업이 원활히 진행되기 위해서 EMI수업 진행에 적합한 교육환경의 조성이 필요하다고 응답하였다.

• 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.