• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2022.06a
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• pp.361-362
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• 2022

As the importance of maritime communication in a cross-cultural onboard working environment grows, the importance of developing systematic supporting aids both for learning and teaching maritime English has been emphasized. Given that English communication proficiency is one of the most critical factors in determining a seafarer's competency, a systemic supporting system for enhancing maritime English communication capabilities is essential not only for them to professionally carry out and conduct assigned duties onboard, but also for them to navigate success in their lives through increased labour mobility both at sea and onshore. The APEC Seafarers Excellence Network initiates the production of Maritime English Communication Packages for seafarers in APEC regions, under the leadership of the Republic of Korea. This paper introduces the design of APEC SEN Maritime English Communication Packages, which include textbooks, audio-lingual materials, online/mobile life-long learning platform and testing aids, ultimately for upand re-skilling of seafarers to increase their employability, mobility and preparedness for the future shipping industry where globalisation is expected to further accelerate.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.269-277
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• 2021

The purpose of the study is to explore the effect of university's managing and system support in online classes on learning participation mediated by learning presence and to examine the structural relationship between the factors. In order to achieve the purpose of the study, 135 students who take online "College English 2" classes were analyzed for the fitness of the research model and the path and structural analysis through a confirmative factor of the structural equation model. As a result of the study, first, the university's managing support for online class showed a positive effect to learning presence. Second, the university's managing support for online classes completely mediated learning presence and had a positive effect on learning participation. This study can clarify the structural relationship between environmental factors which are online class support and learners' characteristics in university online class, learning presence, and learning participation and can broaden the understanding of learning participation in online classes. It gives the implications that should be considered in teaching and learning design.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Journal of Information Processing Systems
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• v.20 no.4
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• pp.491-500
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• 2024

In hopes of resolving the issue of poor quality of information input for teaching spoken English online, the study creates an English teaching assistance model based on a recognition algorithm named dynamic time warping (DTW) and relies on automated voice recognition technology. In hopes of improving the algorithm's efficiency, the study modifies the speech signal's time-domain properties during the pre-processing stage and enhances the algorithm's performance in terms of computational effort and storage space. Finally, a simulation experiment is employed to evaluate the model application's efficacy. The study's revised DTW model, which achieves recognition rates of above 95% for all phonetic symbols and tops the list for cloudy consonant recognition with rates of 98.5%, 98.8%, and 98.7% throughout the three tests, respectively, is demonstrated by the study's findings. The enhanced model for DTW voice recognition also presents higher efficiency and requires less time for training and testing. The DTW model's KS value, which is the highest among the models analyzed in the KS value analysis, is 0.63. Among the comparative models, the model also presents the lowest curve position for both test functions. This shows that the upgraded DTW model features superior voice recognition capabilities, which could significantly improve online English education and lead to better teaching outcomes.

• Educational Technology International
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• v.8 no.2
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• pp.93-112
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• 2007

This case study explored the potential for implementing content-based English as a Foreign Language (EFL) instruction in a Korean middle school facilitated by computer-mediated communication (CMC). The instructor scaffolded the student participant's language learning online, helping her to produce English output on her own. While experimental social studies lessons on the topic of stereotyping were taught, data were collected on the student's online exchanges with her counterpart in Iran about their respective cultures. Findings show that the student from Korea was able to better understand her own culture as a result of the online experience. This interaction and the in-class lessons have demonstrated that content-based EFL instruction is a viable alternative to the school's existing curriculum.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.689-692
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• 2020

People have studied English using online English dictionaries when they looked for the meaning of English words or the example sentences. These days, as the AI technologies such as machine learning have been developing, documents can be translated in real time with Kakao, Papago, Google translators and so on. But, there has still been some problems with the accuracy of translation. The AI secretaries can be used for real-time interpreting, so this kind of systems are being used to translate such the web pages, papers into Korean. In this paper, we researched on the usage frequency of the combined English phrases from dictionaries by analyzing the number of the searched results on Google. With the result of this paper, we expect to help the people to use more English fluently.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.198-205
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• 2020

The purpose of this study is to investigate the effect of real-time remote video instruction using zoom on learners' English reading achievement. The study also sought to identify the efficiency of zoom video lectures and consider supplementing them by surveying learners' opinions and satisfaction regarding zoom video lectures. To this end, control and experimental groups were set up, and two achievement tests and a questionnaire were conducted. The study's results demonstrated that zoom video lectures have a positive effect on learners' English reading achievement. The questionnaire found that learners are satisfied with zoom video lectures for the following reasons: 'increased interest in and motivation towards learning', 'self-directed learning', 'active interaction', 'ease of access', 'ease of information retrieval'. At the same time, the questionnaire also found that some learners are dissatisfied with zoom video lectures due to 'mechanical errors or defects', 'poor audio quality', and 'the need to add customized functions for efficient classes'. In practice, zoom video lectures must be supplemented with automatic attendance processing, convenient data upload and download, and more efficient video screen management. Given the recent increase in online classes, we, as instructors, must develop teaching activities and/or strategies for video lectures that can encourage active participation by learners.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.31-40
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• 2009

English education taken with native English speakers is very effective, but it is hard to obtain English education with native English speakers in rural schools. In this study, therefore, we supported English education with on-line content and video conferencing with native English speakers. This study worked with one hundred fifty students from six elementary and middle schools equally distributed by city size over three months. This study performed experimental research by T-test comparing of pre- and post-tests of the hybrid model. In our results, the upper group showed greater improvement in understanding while the lower group showed more improvement in writing. In addition, the lower group showed more improvement than the upper group in overall English accomplishment.

• International Journal of Contents
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• v.13 no.4
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.