• International Journal of Advanced Culture Technology
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• 제11권1호
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• pp.12-17
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• 2023

This study investigates the effects of online English writing instruction on university students' writing performance and their anxiety. A total of 34 participants completed the pre- and post- writing tests as well as the surveys regarding perceived anxiety toward English writing. Reflection papers and interviews were employed to triangulate the results of the questionnaires. Quantitative analysis of learners' writing outcomes and surveys revealed that online writing instruction helped improve students' writing skills and reduce writing anxiety. The interviews and reflection papers demonstrated that learners found the writing instruction helpful in reducing somatic anxiety, avoidance behavior, and cognitive anxiety. The current study suggests that adopting non-face-to-face online writing instruction aids EFL students in developing their writing and alleviating writing anxiety.

• 과학교육연구지
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• 제43권1호
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• pp.1-16
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• 2019

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

• 대한지리학회지
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• 제36권1호
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• pp.66-77
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• 2001

세계지리경시대회는 비록 짧은 역사에도 불구하고 국제지리학연합(IGU)이 인정하는 최고의 국제적 공식학력경시대회이다. 본 연구에서는 우선 세계지리경시대회의 성격과 진행과정 그리고 대회규정을 정리하고, 경시대회를 통하여 한국 고등학생들이 거둔 학업성취도에 대한 국제적인 수준을 비교.분석하였다. 이를 위해 경시대회의 핵심인 시험성적을 국가별로 분석하였고, 참가한 한국 고등학생들의 성적을 시험 항목에 따라 재분류하여 평가함으로써 우리나라 고등학교 지리교육 학업성취도를 유추하였다. 또한 경시대회 출제문제를 주제별.나이도별로 나눠 평가하고 헤이그 대회와 비교하였으며, 서울 경시대회에서 팀 단위 우승국인 폴란드의 지리교육과 경시대회의 준비과정을 살펴보았다. 서울 대회는 13개 국에서 선발된 39명의 고교생을 비롯하여 총 76명이 참여하였다. 경시대회의 국가별 성적은 폴란드. 네덜란드, 한국, 라트비아, 루마니아, 벨기에, 러시아 등의 순위이며, S 자 형태의 성적분포패턴을 보여 학업성취도의 측면에서 상위권-중위권-하위권의 패턴을 어느 정도 확인하였다. 특히 지난 대회를 함께 고려할 때 폴란드가 계속 강세를 보이고 있다는 점이 특징이며, 처음 경시대회에 참가한 우리 나라는 전체적으로 2위라는 우수한 성적을 거두었지만 우리 국토를 대상으로 하는 답사시험에서 중위권에 머무른 결과는 어느 정도 현장교육의 문제점이 드러나고 있음을 의미하고 있다.

• 한국과학교육학회지
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• 제22권2호
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• pp.336-344
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• 2002

본 연구는 1999년 38개국을 대상으로 시행된, 제3차 수학 과학 성취도 국제비교 반복연구(TIMSS-R) 중 '과학적 탐구 및 과학의 본성' 영역 성취도를 분석하는 데 목적을 둔다. 우리 나라 중학교 2학년 학생의 '과학적 탐구 및 과학의 본성' 영역의 성취도를 외국 및 다른 과학 영역과 비교하고, 소영역별로 각 문항의 정답률을 비교 분석하였다. 우리 나라의 경우, 교육과정에서 독립된 내용 영역으로 다루어지고 있지 않음에도 불구하고 이 영역의 평균 점수가 국제 평균보다 유의미하게 높았고, 다른 영역의 성취수준보다 상대적으로 높았다. 그 원인으로는 실행된 교육과정을 통하여 대부분의 학생들이 학습하였다는 것과 과학 탐구의 중요성에 대한 우리 나라 교사들의 인식이 높은 것을 들 수 있다. 과학적 방법, 실험 설계, 과학적 측정, 자료의 기술과 해석 4개의 소영역별 분석 결과, 국제 평균 정답률은 모두 50% 미만이었으나, 우리 나라의 경우에는 '과학적 측정'을 제외하고는 모두 50% 이상이었다. 특히 '자료의 기술과 해석' 소영역의 평균 정답률이 가장 높았으나, 관찰과 가설, 결론 을 혼동하는 학생들이 매우 많았다.

• 영어어문교육
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• 제13권2호
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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.

• International Journal of Contents
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• 제12권1호
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• pp.54-59
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• 2016

The purpose of this paper is to discover how the use of digital applications can affect students' attitudes toward positive classroom participation and performance in learning a foreign language. Participants of this study were 128 students who took a foreign language class at a high school in central Korea. To find out students' perceptions and attitudes toward the effect of using a digital application for their foreign language study, online questionnaire and focus-group interview were conducted. Our research findings revealed that these students could engage in active language learning and experience learning improvement while studying a foreign language with digital applications. The improvement was possible by creating more interactive activities and quizzes. In addition, the digital application provided students immediate feedback. It gave students and teachers various motivations beyond the traditional 'chalk and talk' format of text-only-classes. This study provides an overview of the usefulness of digital application. In addition, it provides understanding for students' perceptions and involvement using digital application in a foreign language classroom.

• Educational Technology International
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• 제24권2호
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• pp.331-358
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• 2023

This paper explores the impact of mobile device usage frequency in the classroom on students' perceptions of their use. To assess this, we created a survey that measured students' perceived frequency, usefulness, and convenience of using mobile devices, using a reversed Technology Acceptance Model. Through the analysis of responses from 781 Korean students, utilizing confirmatory item factor analyses and a structural equation mixture model, we found that the effect of frequent mobile device use on students' positive perceptions is non-linear. As the frequency reaches to a certain level, the effect sizes of the frequency in the positive perceptions diminishes. Additionally, students who used mobile devices less frequently in class reported higher levels of difficulties in using the devices. This study introduces a tool for evaluating multiple aspects of students' perceptions regarding mobile device use and offers a framework for understanding the relationship between usage frequency, usefulness, and convenience.

• Educational Technology International
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• 제6권2호
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• pp.101-111
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• 2005

This study was to examine effects of On-Line Community Assisted Small Group Peer Tutoring(OCSPT) on university students' learning strategies. To achieve the purpose, twenty-eight university students were randomly selected. Fourteen students participated in OCSPT and they were divided into small groups consisted of 2 to 5. Students in experimental group participated in OCSPT for total thirty-four hours during sixteen weeks. There is no treatment for the other fourteen students in control group. To measure students' learning strategies, Motivated Strategies for Learning Questionnaire (MSLQ) shorts has been used. The result revealed that students in experimental group showed higher possession than control group in resource-management strategy(p<.05). However, there were no significant difference between both groups in cognitive and motivative strategies.

• 한국어교육
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• 제29권4호
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• pp.65-92
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• 2018

This study explored how a particular social media can be used to supplement elementary-level Korean language course in the US public university. The researchers administered a survey measuring students' patterns and habits of social media use. Based on the survey results, researchers designed six different types of learning materials and uploaded them regularly to Instagram throughout the semester. At the end of the semester, a survey was conducted to find out students' satisfactory level. From the 44 students' responses, the study found out that using Instagram 1) is more accessible to students than any other learning management system, 2) is fun and students are willing to participate, 3) increased the target language exposure and authentic language use, 4) increased interaction between teachers, students and even other native speakers, and 5) is helpful to improve listening and other language skills. The study closes with the suggestion for further experimental studies.

• 수완나부미
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• 제15권1호
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• pp.35-59
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• 2023

This study examined adolescent male and female students' attitudes toward physical education (PE) from the Philippines and South Korea. Participants were 451 middle school students from the Philippines and South Korea. The Physical Education Attitude Scale (PEAS) was used to measure students' PE attitudes. Overall, students had moderately positive attitudes toward PE. PE attitudes of Korean boys were more positive compared with Filipino boys, while the reverse was found for Korean females and their Filipino counterparts. Based on the different aspects of PE, Filipino girls were more motivated to participate in PE activities and more satisfied with their PE class than Korean girls. Korean boys were highly satisfied, more comfortable, and less anxious during PE compared with Filipino boys. Finally, Filipino boys had less positive view towards their PE teacher than Korean boys. This study shows adolescent students' attitudes toward PE were generally positive, complex, and affected by sex and nationality. It also provides additional knowledge on comparative international research on cross-cultural PE attitudes.