• 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.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.255-284
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• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.191-208
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• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.470-480
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• 2010

Although e-Learning contents contain audio materials as well as visual materials, research on the design of audio materials has been focused on visual design. If it is considered that non-speech sounds which are a type of audio materials can promptly provide feedbacks of learners' responses and guide learners' learning process, the systemic design of non-speech sounds is needed. Therefore, the purpose of this study is to investigate the learners' perceptions toward non-speech sounds contained the e-Learning contents with multidimensional scaling method. For this purpose, the eleven non-speech sounds were selected among non-speech sounds designed Korea Open Courseware. The 66 juniors in A university responded the degree of similarity among 11 non-speech sounds and the learners' perceptions towards non-speech sounds were represented in the multidimensional space. The result shows that learners perceive separately non-speech sounds by the length of non-speech sounds and the atmosphere which is positive or negative.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.286-294
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• 2023

We studied learners' perceptions and learning styles of project research activities in the chemical field conducted by 54 science high school students. In a survey of students' perceptions of task research, positive responses were found in "internal motivation," "cooperation," "task solving," and "tenacity and immersion," and statistically significant differences were found in "self-directedness," "cooperation," and "tenacity and immersion" by year. The 'lower' group responded most positively in the 'cooperation' category, and the 'higher' group responded most positively in the 'task solving' category. As a result of investigating the learning styles of the students who conducted the task research, it was found in the order of assimilator, converger, accommodator, and diverger. The assimilators showed the characteristic of systematically and scientifically approaching the problem. Convergers were found to have excellent problem-solving and decision-making ability, are practical, and have experimental-based thinking characteristics. In this study, the characteristics of science high school students showed well in the results of the learning style performed.

• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.171-181
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• 2021

This study tried to derive improvement measures by identifying the perceptions of industrial college instructors and learners in the technology convergence sector, where various technologies are combined, as distance education at colleges are prolonged due to COVID-19 and difficulties for instructors and learners continue. To this end, an online survey was conducted on automobile professors and students at the end of the second semester of 2020. As a result of the survey analysis, it was found that professors and students had similar perceptions about the advantages of online classes, such as freedom of time and space, repeatable learning, and recycling. In terms of difficulties, it was found that students felt a decrease in learning immersion due to a lack of sense of presence, and both professors and students felt the difficulty of interaction relatively large. This study is meaningful in that it prepares suggestions and basic data on college policy support for online education at industrial colleges during and after COVID-19.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.49-58
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• 2019

The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generated questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing the appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners' survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implications of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus require more instructors' strategies and active support for them.