• International journal of advanced smart convergence
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• v.10 no.4
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• pp.165-171
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• 2021

The current study investigated cyber learners' use and perceptions of online machine translation (MT) tools. The results show that learners use several MT tools frequently and extensively for various second language learning (L2) purposes according to their needs. The learners' overall perceptions of using MT for English learning were generally positive. The learners reported several advantages of machine translation: ease of use, helpful feedback, effective revision, and facilitation of self-directed learning. At the same time, a considerable number of learners were aware of MT's drawbacks, such as awkward sentences, inaccurate grammar, and inappropriate words, and thus held a negative or skeptical view on the quality and accuracy of MT. These findings have important pedagogical implications for using MT in the context of a cyber university. For successful integration of MT in English classes, teachers need to provide appropriate guidelines and training that will help learners use MT effectively.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.9
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• pp.2882-2903
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• 2022

Image super-resolution (SR) processing is of great value in the fields of digital image processing, intelligent security, film and television production and so on. This paper proposed a densely connected deep learning network based on cascade architecture, which can be used to solve the problem of super-resolution in the field of image quality enhancement. We proposed a more efficient residual scaling dense block (RSDB) and the multi-channel cascade architecture to realize more efficient feature reuse. Also we proposed a hybrid loss function based on L₁ error and L_∞ error to achieve better L_∞ error performance. The experimental results show that the overall performance of the network is effectively improved on cascade architecture and residual scaling. Compared with the residual dense net (RDN), the PSNR / SSIM of the new method is improved by 2.24% / 1.44% respectively, and the L_∞ performance is improved by 3.64%. It shows that the cascade connection and residual scaling method can effectively realize feature reuse, improving the residual convergence speed and learning efficiency of our network. The L_∞ performance is improved by 11.09% with only a minimal loses of 1.14% / 0.60% on PSNR / SSIM performance after adopting the new loss function. That is to say, the L_∞ performance can be improved greatly on the new loss function with a minor loss of PSNR / SSIM performance, which is of great value in L_∞ error sensitive tasks.

• Cross-Cultural Studies
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• v.24
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• pp.62-83
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• 2011

The totality of language learning comprises three integrated components: linguistic, cultural, and attitudinal (Wilkes, 1983).Positively sensitizing students to cultural phenomena is urgent and crucial. A positive attitude toward L2 culture is a factor in language learning that leads to cross cultural understanding. This research examined, through a survey analysis, how three groups of students (one high school group and two university student groups) viewed the role of their foreign culture (i.e., American and British cultures) in achieving cultural understanding. The focus was upon how EFL learners approach the target language culture as well as their own culture.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.2
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• pp.164-169
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• 2018

The development of teaching models to strengthen practical education and actively participate in the classes of students is now required in recent education situations. This study examined the participation and satisfaction level of students' classes after applying a teaching model-integrated hospital and school laboratory (named L2L). A total of 33 students who took the subject of a clinical microbiology experiments were involved in this study. Each group representative participating in a pre-class field exercise in the hospital microbiology laboratory was asked to conduct the experiment. After applying the L2L teaching models, the academic self-efficacy ($2.87{\pm}0.58{\rightarrow}3.38{\pm}0.55$), class participation ($2.60{\pm}0.92{\rightarrow}3.62{\pm}0.78$), and class satisfaction ($2.48{\pm}1.01{\rightarrow}3.85{\pm}0.87$) increased significantly (P<0.05). This means that pre-class field exercises created interest in the student's class and boosted self-confidence, leading to increased participation and satisfaction for the class. In conclusion, the L2L teaching model is an effective teaching method to enhance the practical training for preliminary clinical laboratory technologists.

• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Korean Journal of Food Science and Technology
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• v.36 no.6
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• pp.974-978
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• 2004

Brown-alga-derived natural agent NX42, mainly composed of algal polysaccharides and phlorotannins, showed mild but dose-dependent inhibition of acetylcholinesterase with $IC_{50}=600-700\;{\mu}g/mL$. Phlorotannin-rich fraction of NX42 showed substantial increase of the activity by more than one order of magnitude ($IC_{50}=54\;{\mu}g/mL$) and significant protection of SK-N-SH cells from oxidative stress by $H_2O_2$. Learning trials of mice for 5 consecutive days revealed electric-shock treatment during learning period significantly retarded learning process, whereas NX42-treated mice showed significant resistance against leaning deficiency possibly mainly due to anticholinesterase and neuroprotective activities of phlorotannin.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.53-61
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• 2016

This study aims to examine English learning beliefs of Korean college students enrolled in e-learning courses and to investigate the relationship between their beliefs and L2 achievement. Horwitz's Beliefs about Language Learning Inventory was used to elicit students' beliefs about English learning and their grades in a final exam were employed for the English achievement measure. The data from one hundred sixteen respondents were analyzed through a factor analysis and the analysis revealed 5 factors: Motivation, learning strategies, English aptitude, foreign language aptitude, and communication strategies. The results showed that the most of the e-learning students had a high level of motivation and expectation in learning English but they believed that they had a low language aptitude. Statistically significant correlation was found between students' beliefs in motivation and their L2 attainment.

• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.169.3-169
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• 2001

This paper introduces a new approach to analysis of error convergence for a class of iterative learning control systems. First, a nonlinear plant is represented using a Takagi-Sugeno(T-S) fuzzy model. Then each iterative learning controller is designed for each linear plant in the T-S fuzzy model. From the view point of two-dimensional(2-D) system theory, we transform the proposed learning systems to a 2-D error equation, which is also established in the form of T-S fuzzy model. We analysis the error convergence in the sense of induced 2 L -norm, where the effects of disturbances and initial conditions on 2-D error are considered. The iterative learning controller design problem to guarantee the error convergence can be reduced to linear matrix inequality problems. In comparison with others, our learning algorithm ...

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.27-46
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• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.