• International journal of advanced smart convergence
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• 제10권4호
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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.

• 영어어문교육
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• 제15권3호
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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.

• 인지과학
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• 제18권3호
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• pp.255-284
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• 2007

본 연구는 제 2 언어 학습자들의 읽기-쓰기 통합에 대한 인식 정도를 대학 영작문반 학습문맥에서 탐구하였다. 동일한 연구 참여자들을 반복적으로 측정하는 패널설문(N=60)을 이용하여, 학습자들의 읽기-쓰기에 대한 통합인식이 일련의 교실수업 활동을 통하여 어떻게 재형성되는 지를 조사하였다. 대학생들의 통합인식 정도를 나타내는 인식점수는 5점-척도 설문을 이용하여 측정하였으며, 그룹간 시간별 평균차는 "반복측정-이요인 ANOVA"를 수행하여 평가하였다. 분석 결과, 트리트먼트 효과는 통계적으로 유의하지 못한 것으로 나타났으며, 이는 연구기간 동안 학생들의 통합인식에 대한 변화가 미미했음을 의미한다. 그러나 인식변화의 유형은 인식그룹에 따라 크게 다른 것으로 나타났다. 이러한 결과는 통합학습에 대한 인식이 쓰기 과정 중 발생하는 학생들의 학습행태를 이해하는 데 큰 도움을 줄뿐만 아니라, 읽기-쓰기 통합수업에서 보다 통합 지향적인 교수법을 개발하는데도 활용될 수 있음을 시사한다.

• 영어어문교육
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• 제17권1호
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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.

• 한국콘텐츠학회논문지
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• 제10권7호
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• pp.470-480
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• 2010

이러닝 콘텐츠에는 시각자료와 함께 다양한 청각자료를 포함하고 있음에도 불구하고 그동안 학습자료에서 청각정보 설계에 대한 연구는 극히 제한적으로 이루어져 왔다. 청각정보의 한 유형인 비음성 사운드가 학습자들에게 피드백 제공 및 행위유도를 즉시적으로 할 수 있다는 장점을 감안한다면 비음성 사운드의 체계적 설계가 요구된다. 이에 본 논문은 다차원척도법을 활용하여 학습자들이 이러닝 콘텐츠에 설계된 비음성 사운드를 어떠한 방식으로 인식하고 있는지를 경험적으로 탐색하는 것을 목적으로 수행되었다. 한국교육학술정보원에서 제공하는 이러닝 콘텐츠에 설계된 비음성 사운드 중 대표성이 있는 11개의 비음성 사운드가 선정되었다. A 대학교 3학년 학생 66명을 대상으로 11개의 비음성 사운드들 간의 유사 정도에 대해 응답하도록 하였고 그 결과가 다차원 공간에 표현되었다. 연구결과, 학습자들은 비음성 사운드의 길이와 비음성 사운드가 전달하는 긍정적 혹은 부정적 분위기에 따라 비음성 사운드를 구분하여 인식하고 있는 것으로 나타났다.

• International Journal of Advanced Culture Technology
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• 제11권4호
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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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• 제20권2호
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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.

• 융합정보논문지
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• 제11권10호
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• pp.171-181
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• 2021

본 연구는 코로나19로 인한 대학의 원격수업이 장기화하고 교수자와 학습자의 어려움이 계속됨에 따라, 여러 기술이 결합 된 기술융합 부문 공업계 대학 교수자와 학습자의 인식 파악을 통하여 개선 방안을 도출하고자 하였다. 이를 위해 2020학년도 2학기 종료 시기에 자동차 계열 교수와 학생들을 대상으로 온라인 설문조사를 실시하였다. 설문조사 분석 결과, 교수와 학생은 온라인 수업의 장점 측면에 대해서는 시공간의 자유로움, 반복 학습 가능, 재활용 등 유사한 인식을 하는 것으로 나타났다. 애로사항 측면에서는 학생은 현장감 부족으로 학습몰입 떨어짐을, 교수와 학생 모두는 상호작용의 어려움을 상대적으로 크게 느끼는 것으로 나타났다. 본 연구는 기복이 있는 코로나 상황과 코로나 이후 공업계 대학의 온라인 교육에 대하여 대학 정책지원에 관한 제언과 기본자료를 마련한다는 의의가 있다.

• International Journal of Advanced Culture Technology
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• 제11권3호
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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.

• 공학교육연구
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• 제22권3호
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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.