• English Language & Literature Teaching
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• v.16 no.4
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• pp.1-18
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• 2010

Recasts, which are defined as implicit types of corrective feedback, have been the focus of numerous SLA researchers for more than a decade. A range of classroom-based observational and experimental research studies have explored how and when language teachers provide recasts to learners' ill-formed utterances and aimed to understand the role of recasts in language acquisition or learning. On the basis of previous studies on recasts, our study investigated when an ESL teacher provided recasts and how recasts were provided in his class. The research questions were as follows: (1) When does an ESL teacher provide recasts? (2) How does the teacher provide recasts? The data came from observations of one ESL classroom as well as consecutive-semi structured interviews with the teacher. The data analysis included transcriptions of teacher-student interactions in the target setting and categories of recasts according to the linguistic phenomena, which prompted recasting. Based on the findings, practical suggestions for ESL teachers were provided. [156 words].

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.372-384
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• 2007

The purposes of this study was to analyze qualitatively changes in students' experience and perceptions in relation to studying science using portfolios and any resultant effects on the portfolio itself. Five fourth-grade elementary students from one small city participated in this study. Data was collected through interviews as well as through student portfolios containing the science content matter of two units over two weeks. Observational diaries recorded by a teacher were also used to test the reliability of data collection. All interviews with students were transcribed to develop a suitable network to categorize students' responses. Students' portfolios were analyzed in order to reveal their essential characteristics in combination with their teacher's observational diaries. The results were as follows. First, student perceptions of their portfolios were categorized into three different levels; superficial, extended, and moderate perceptions. The changes in perception could also be divided into three levels; consistent-superficial, unstable, and a progressive-extended pattern. Second, the experience of students with their portfolio were investigated in terms of the following; successfully completing the elements of the portfolio, development of evidence, interaction with peers, teachers, and parents, and the standards of evaluation used for the portfolios. Third, the perceptions and experience of working on the portfolio by students had a number of direct effects on the way in which students actually created and developed their portfolios. Finally, students with positive attitudes towards their portfolios actively participated in the portfolio experience and finally understood what it meant completely. However, students with negative attitudes regarding portfolio based work, did not leave the experience with any heightened awareness of the utility or indeed, purpose of portfolio based work.

• Ocean Systems Engineering
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• v.14 no.1
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• pp.85-99
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• 2024

Ocean surface currents have an essential role in the Earth's climate system and significantly impact the marine ecosystem, weather patterns, and human activities. However, predicting ocean surface currents remains challenging due to the complexity and variability of the oceanic processes involved. This review article provides an overview of the current research status, challenges, and opportunities in the prediction of ocean surface currents. We discuss the various observational and modelling approaches used to study ocean surface currents, including satellite remote sensing, in situ measurements, and numerical models. We also highlight the major challenges facing the prediction of ocean surface currents, such as data assimilation, model-observation integration, and the representation of sub-grid scale processes. In this article, we suggest that future research should focus on developing advanced modeling techniques, such as machine learning, and the integration of multiple observational platforms to improve the accuracy and skill of ocean surface current predictions. We also emphasize the need to address the limitations of observing instruments, such as delays in receiving data, versioning errors, missing data, and undocumented data processing techniques. Improving data availability and quality will be essential for enhancing the accuracy of predictions. The future research should focus on developing methods for effective bias correction, a series of data preprocessing procedures, and utilizing combined models and xAI models to incorporate data from various sources. Advancements in predicting ocean surface currents will benefit various applications such as maritime operations, climate studies, and ecosystem management.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.537-548
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• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.605-610
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• 2018

The purpose of this paper is to develop evaluation methods in order to apply effective problem-based learning (PBL). To observe the effectiveness of a PBL system on learners and to comprehend the learning process of a PBL application, analysis of reflective journals and an evaluation questionnaire completed by participants (n=68) were used. The participants of the study were recruited from Hankyong National University students who undertook first-year Creative Engineering Design. A total of four problems for the PBL-based lectures were designed and applied to 12 weeks of PBL lectures. The participants completed reflective journals upon completion of each PBL problem-based activity; upon completion of the last PBL problem, participants completed and submitted a PBL system class-evaluation questionnaire. Also the participants completed an evaluation questionnaire at each step of the instructional procedures for each PBL problem-based activity. The findings of the research show that the participants increased their comprehension of PBL systems, their understanding of lecture content and of cooperative learning, and improved their self-reflection, authentic experience, creative problem-solving skills, communication skills, documentation skills, presentation skills, observational skills, and evaluation skills. The participants described how learning through PBL increased their confidence, satisfaction, and sense of achievement, compared to the previous semester.

• Knowledge Management Research
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• v.17 no.2
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• pp.131-163
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• 2016

The purpose of this study is to empirically analyze how social comparative learning of forum participants affects learning effects with an emphasis on participants' characteristics. As today's society is changing at a fast pace, the desire for new knowledge and information has grown accordingly. To quench this thirst for knowledge and information, seminars, symposiums, conferences, forums, conventions, exhibitions, and more are taking place as part of knowledge sharing events across the world. Also, the increased need for knowledge and information exchange has led the development and growth of the convention industry and Meetings, Incentives, Conferences, and Events (Exhibitions)(MICE) industry. Especially, forum is a type of event which invites professionals and specialists to discuss diverse topics and share their knowledge and experience with the audience. The participants utilize it as an opportunity to get close to information providers and enjoy the pleasure of knowledge exchange. However, there have been few empirical analyses on who the participants are, why they attend forum, how they pick up and learn new information and knowledge, and what kinds of learning effects they achieve after the event. This paper is to analyze how social comparative learning of the forum's participants influences learning effects based on Albert Bandura's Social Learning Theory (1977, 1997, 1982. 2001) and Leon Festinger's Social Comparative Theory (1950, 1954). By dividing the participants into two groups, one with high level of self-efficacy and the other with low level of self-efficacy, we have examined the differences in learning effects between the two groups using them as moderating variables. This study was conducted in 'MBN Y Forum 2016,' which is one of the most representative knowledge exchange forums of South Korea. An online survey was distributed out and, 1,307(39.2%) out of the total participants of 3,338 have completed the survey. The survey included questions about whether the participants have gained positive or negative motivations by comparing themselves to the speakers (upward comparison learning) and other participants (lateral comparison learning). The results have shown the quality of messages that the speakers are presenting as knowledge providers is the most significant factor that acts on learning effects. Particularly, the participants had higher levels of self-efficacy and self-esteem than average people. They had a clear goal to learn from the speakers (upward comparison) and received positive motivations from them. In other words, no negative learning effects had been found. This presents a managerial implication that having a qualified speaker is necessary for a forum to be successful. On the other hand, the results from the comparison with the other participants (lateral comparison) were different. The participants were likely to compare themselves to the other participants through observational learning. They could compare listening attitudes, language skills, or capabilities to ask a question. The results have showed the participants received positive motivations from the lateral group but at the same time were jealous of abilities of the others. When the quality of a question by a participant is not good enough, it can have a negative influence on the participants' learning effects. The first group with high levels of self-efficacy and self-esteem had no correlation to negative learning effects from the speakers. They rather had a strong desire to learn from the speakers. On the contrary, the participants perceived the lateral group as a learning subset and competitor. The second group with low levels of self-efficacy and self-esteem saw the quasi-group as a rival. This presents that the individual learning effects can be different depending on the participants' characteristics.

• Journal of Digital Contents Society
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• v.11 no.2
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• pp.253-264
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• 2010

This study aimed to 1) analyze television drama text to examines how Korean television dramas represent alcohol drinking; 2) interview the actual drama audience to examine how they perceive drinking and whether or not their perception is influenced by the drama text. The author analyzed 60 drama episodes from 12 prime time shows that reached over 20% rating from 2008 to 2010. The result shows that drinking in dramas are portrayed as a solution to various kinds of personal and business problems, medium of romance, a tool for interpersonal communication that facilitates understanding and positive relationship. Female drinkers are prominent but their drinking is taking place under the patronage of male characters, which lead to the maintenance of patriarchal social relations. Interview findings show that the audience have strong motivation to imitate the glamourous lifestyles of leading characters in dramas. The findings strongly suggest observational learning was taking place, especially in the area where the viewers have no direct experience.

• Journal of the Korean Society of Marine Environment & Safety
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• v.26 no.4
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• pp.382-391
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• 2020

In this study, we used artificial intelligence algorithms for the prediction of dissolved oxygen in Jindong Bay. To determine missing values in the observational data, we used the Bidirectional Recurrent Imputation for Time Series (BRITS) deep learning algorithm, Auto-Regressive Integrated Moving Average (ARIMA), a widely used time series analysis method, and the Long Short-Term Memory (LSTM) deep learning method were used to predict the dissolved oxygen. We also compared accuracy of ARIMA and LSTM. The missing values were determined with high accuracy by BRITS in the surface layer; however, the accuracy was low in the lower layers. The accuracy of BRITS was unstable due to the experimental conditions in the middle layer. In the middle and bottom layers, the LSTM model showed higher accuracy than the ARIMA model, whereas the ARIMA model showed superior performance in the surface layer.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.1
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• pp.41.2-41.2
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• 2021

In this study, we generate He I 1083 nm images from Solar Dynamic Observatory (SDO)/Atmospheric Imaging Assembly (AIA) images using a novel deep learning method (pix2pixHD) based on conditional Generative Adversarial Networks (cGAN). He I 1083 nm images from National Solar Observatory (NSO)/Synoptic Optical Long-term Investigations of the Sun (SOLIS) are used as target data. We make three models: single input SDO/AIA 19.3 nm image for Model I, single input 30.4 nm image for Model II, and double input (19.3 and 30.4 nm) images for Model III. We use data from 2010 October to 2015 July except for June and December for training and the remaining one for test. Major results of our study are as follows. First, the models successfully generate He I 1083 nm images with high correlations. Second, the model with two input images shows better results than those with one input image in terms of metrics such as correlation coefficient (CC) and root mean squared error (RMSE). CC and RMSE between real and AI-generated ones for the model III with 4 by 4 binnings are 0.84 and 11.80, respectively. Third, AI-generated images show well observational features such as active regions, filaments, and coronal holes. This work is meaningful in that our model can produce He I 1083 nm images with higher cadence without data gaps, which would be useful for studying the time evolution of chromosphere and coronal holes.

• Annual Conference on Human and Language Technology
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• 1991.10a
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• pp.196-208
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• 1991

This study focused on the role of prefabricated speech (routines and patterns) in the L2 acquisition process. The data for this study consisted of spontaneous speech samples and various observational records of three Korean children learning English as L2 in a nursery school. The specific questions addressed here were: (1) What routines, patterns, and creative constructions did the children use? (2) What was the general trend in the three children's use of routines, patterns, and creative constructions over time? The data were collected over a period of one school year by observing the children in their school. The findings were discussed from the perspective of human information processing. This study found that prefabricated speech played a significant role in the three children's L2 acquisition. The automatic processing of prefabricated speech appeared to enable the children to reduce the burden on their information processing systems, which allowed the saved resources available for other language development activities. Also, the children's language development was evident in their increase in the use of patterns. The children were moving from heavy dependence on wholly unanalyzed routines to increased use of partly unanalyzed patterns. This increased control was the result of an increase in procedural knowledge.