• 비교문화연구
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• 제19권
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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.

• 대한임상검사과학회지
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• 제50권2호
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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.

• 영어어문교육
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• 제9권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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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.

• 한국콘텐츠학회논문지
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• 제19권9호
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• pp.567-581
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• 2019

봉사-학습(Service-Learning : S-L)은 교육과정과 봉사활동을 연계하여 반성적 성찰과 상호 호혜의 가치를 통해 학생들의 학업능력과 사회적 책임의식을 함양할 수 있는 경험학습 기반의 교수-학습 방법이다. 본 연구는 예비과학교사들을 대상으로 '과학사 및 과학탐구' 강좌를 S-L으로 운영한 사례를 분석했다. 과학사 전공 교과목과 연계된 S-L 강좌는 '준비-실행-평가'의 3단계 과정으로 진행되었고, 3개 학교를 대상으로 5회 실시하였다. 수업관찰과 자기 보고 형식의 성찰 일지, 설문지 등을 수집하여 S-L에 대한 교육적 효과를 분석했다. 예비과학교사들은 S-L을 통해 과학사에서 배운 지식을 학생들에게 가르치는 교육봉사를 통해 학교 현장을 이해하고, 수업역량과 교수적 내용 지식을 배울 수 있었다. S-L 수업에 참여한 예비과학교사들은 많은 학습 시간에 대한 부담과 수업 준비의 어려움, 수업에 대한 두려움과 시행착오 등으로 힘든 강좌였지만, S-L에 대한 만족도에서 대부분의 학생들이 매우 만족(4.68) 하였고, 교직에 대한 효능감(4.14)이 높았다.

• 영어어문교육
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• 제12권3호
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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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• 제7권2호
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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.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권3호
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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.

• 영어어문교육
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• 제17권3호
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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.

• 정보교육학회논문지
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• 제11권2호
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• pp.195-203
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• 2007

유비쿼터스 컴퓨팅 기술과 로봇 기술의 발달과 함께 지능형 로봇은 여러 분야에서 활용되고 있고, 점차 그 범위가 확대될 것으로 예견된다. 많은 서비스 로봇들 중에서 교육용 로봇을 이용한 r-Learning의 개념과 함께 다양한 필드 스터디가 이루어지고 있다. 현재 교사 보조 로봇은 곧 실용화를 앞두고 많은 HRI 연구가 요구되는데, 본 연구에서는 로봇의 교수 스타일에 따라 학생의 반응을 살펴보고자 하였다. 이를 위하여 초등학교 6학년 평균키의 양팔이 달린 교사보조 로봇 프로토 타입을 제작하고, 동일한 영어단원에 대하여 두 가지 교수 스타일(명랑, 진지)의 컨텐츠를 개발하여 탑재한 후 초등학생 3학년을 대상으로 흥미도, 성취도, 집중도가 어떻게 다른지를 실험 비교하였다. 실험 결과, 학생의 흥미도는 명랑한 로봇과 함께 수업한 집단이 높았지만, 성취도는 로봇의 스타일과 유의미한 관계가 없었으며, 집중도는 진지한 교수 스타일의 로봇과 함께한 그룹의 시간이 길었다. 이러한 결과는 교사보조 로봇의 컨텐츠를 제작함에 있어, 중요한 가이드라인이 될 것이다.