• Cross-Cultural Studies
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• v.19
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• pp.411-444
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• 2010

This paper explored the academic socialization of a group of Mongolian college students, learning Korean as their L3 (Third Language), by focusing on their uses of an electronic communication channel. From a perspective of the continua of bi-literacy, this case study investigated how Mongolian students who had limited exposure to a Korean learning community overcame academic challenges through the use of a written communication channel as a tool in the socialization process. Data were collected mainly through three methods: written products, interviews, and questionnaires. The results from this study were as follows. Interactional opportunities for these minority students were seriously constrained during the classroom practices in a Korean-speaking classroom. They also described the lack of communicative competence in Korean and the limited roles played by L2 (English) communication as key barriers to classroom practices. However, students' ways of engaging in electronic interactions differed widely in that they were able to broaden interactional circles by communicating their expertise and difficulties with their Korean peers through the electronic channel. More importantly, the communication pattern of "L2-L2/L3-L3" (on a L2-L3 continuum) emerging from data demonstrated how these students used a written channel as a socialization tool to mediate their learning process in a new community of learning. This study argues that a written communication channel should be taken as an essential part of teaching practices especially for foreign students who cannot speak Korean fluently in multi-cultural classes.

• 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.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.83-129
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• 2003

This study explains a cooperative project between Kangwon National University (KNU) and Waseda University(WU), so called CCDLP (Cross-Cultural Distance Learning Project). The purpose of this project is to enhance the English proficiency of students at both universities by making their learning environments enjoyable and fruitful. The purpose of this paper is to emphasize the role of CCDL in the EFL classroom by discussing (1) how to create the situations where students at both universities get to know and understand each other through modern technologies, (2) how to encourage the students to work closely together VC (Video Conferencing), TeleMeet, chat systems, and e-mail, and (3) how to provide a new style of learning and teaching L2. The results from a questionnaire and a grammaticality judgment test show that students have a sense of satisfaction and achievement in the English proficiency at the end of the project. The result of this project will be of great importance for future works in the use of communication systems in L2 learning and teaching.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.567-581
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• 2019

Service-Learning (S-L) is an experiential learning-based teaching-learning method that connects students with curriculum and school-based community service and raises students' academic ability and social responsibility awareness through the value of 'reflection' and 'reciprocity'. This study analyzed the case of S-L course of 'History of Science and Inquire Activity' for pre-service science teachers (PSTs). The S-L lectures linked to the subjects of the History of Science were conducted in terms of three stages (Preparation-Implementation-Evaluation), and S-L classes were conducted in three schools five times. The educational effects of S-L lectures were analyzed by collecting questionnaires, class observation and self-reported reflection diary. The PSTs were able to understand the school realities and improve the teaching abilities and pedagogic content knowledge through educational service activities. The PSTs who participated in the S-L course had hard time due to excessive learning time, the difficulty of preparing the class, the fear of the class, and trial and error. Nonetheless, most of the students responded that they were very satisfied (4.68) with the S-L lecture, and that they could develop self-efficacy for their future teaching career thank to this learning experience.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.179-187
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• 2019

As the globalization process progresses more rapidly and widely, there has been a ever-growing demand for multilingual learning. Compared with the study of Second Language Acquisition, studies on the Third Language and even Multilingual Acquisition have attracted a relatively poor attention. At the same time, considering current educational environments for ethnic colleges and universities, the effects of college English teaching for minority students can be said to have been 'generally poor.' In this situation, when we try to find ways to improve college English studies for minority students most of whom already can speak two languages or even more, it would not be the best idea to keep following the experiences of traditional Second Language Acquisition. It is necessary first to find out whether there are positive or negative effects in acquiring multiple languages, and then to conduct a profound research on L3 (third language and even multilingual) Acquisition in order to employ more efficient teaching methods for multilingual learners. After conducting a Japanese-teaching experiment on two groups of learners with mono-lingual and bilingual backgrounds, it has been found that there is a positive transfer between different languages. In this paper, following the recent research findings on Language teaching for multilingual learners, I try to show with further supports that when it comes to language education for learners with multilingual backgrounds, we should focus on the advantages they may earn in order to conduct more effective language acquisition.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.141-159
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• 2011

This study examined the effects of collocation-based instruction on L2 vocabulary acquisition and learners' interests in it. Fifty one students were randomly assigned to the experimental group (collocation-based instruction group) and to the control group. The participants' English vocabulary capacity was checked through pre and post tests, and two surveys were used to probe the learners' vocabulary learning behaviors and their interests in English vocabulary learning respectively. To better understand the participants' opinions and feelings on the collocation-based learning, follow-up interviews were also carried out. The results showed that second language (L2) learners' vocabulary capacity was significantly improved through collocation-based instruction. However, the participants' degree of interest in vocabulary learning did not reach our expectation partly because of external factors such as the Test for the College Scholastic Ability Test (CSAT) and lack of familiarity of collocations. Such results indicate that the high school students' rooted perception of putting importance on test-based language learning could not be easily changed since it is closely related to their immediate needs. Based on the results, this study suggested how to implement collocations into L2 classrooms effectively.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.195-203
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• 2007

Together with the development of ubiquitous computing technology and robot technology, intelligent type robots are being utilized in many areas and the range is expected to become wider and wider. Among many service robots, the educational robots are being diversely studied in the field with the concept of r-Learning. Presently, teaching assistant robots require a lot of HRI studies prior to their practical use in the very near future and are not sufficient yet. Especially, the reactions of students based of the styles of robots (e.g. serious robot, playful robot) are very important in producing robot contents but there has been no case study on them. Therefore, in this study, the appearance of the IROBI was changed to become a teaching assistant robot and was used to test and compare elementary school students' interest, achievement and concentration depending on the styles of robot (playful, serious). The results showed that the interest was high in the group that had studied with the playful robot. The achievement however, did not show significant relations with the style of robot and that the concentration was high in the group that had studied with the serious robot.