• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of Korean language education
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• v.25 no.1
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• pp.203-234
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• 2014

This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing 'comprehensible output' that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers' feedback on errors provides them with the opportunity to learn about common errors as well as their own errors.

• Journal of English Language & Literature
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• v.57 no.3
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• pp.495-513
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• 2011

Murdoch's novel, The Black Prince, is not, as most critics have suggested, an autobiographical novel. It is about the inner life or rather trauma of Bradley Pearson, an artist who repeatedly dreams about a shabby paper shop which used to be run by his "unsuccessful" parents. In this respect, Freudian concept of trauma is helpful since it can explain Bradley's present repetition of his past traumatic experience, while allowing us to understand the nature of his trauma which reveals itself not only through his repeated nightmares but also through the women who are represented as diverse versions of his mother, the origin of Bradley's trauma. Caruth's concept of traumatic awakening and traumatic survival is also instrumental in understanding the nature of the traumatic experience which Bradley undergoes in this novel. Induced by Loxias's address, Bradley makes a confession of "the sins," which makes possible his traumatic survival as well as traumatic awakening, which is transmitted not only to Loxias but also to us the readers. In this sense, the significance of Bradley's awakening is not confined to his past only, but becomes a matter of a social dimension. The meaning of Bradley's writing lies in this fact.

• Journal of the Korea Computer Graphics Society
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• v.27 no.5
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• pp.81-89
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• 2021

This study proposes a text interface for support of language-based educational contents in a mobile platform environment. The proposed interface utilizes deep learning as an input structure to write words through handwriting. Based on GUI (Graphical User Interface) using buttons and menus of mobile platform contents and input methods such as screen touch, click, and drag, we design a text interface that can directly input and process handwriting from the user. It uses the EMNIST (Extended Modified National Institute of Standards and Technology database) dataset and a trained CNN (Convolutional Neural Network) to classify and combine alphabetic texts to complete words. Finally, we conduct experiments to analyze the learning support effect of the interface proposed by directly producing English word education contents and to compare satisfaction. We compared the ability to learn English words presented by users who have experienced the existing keypad-type interface and the proposed handwriting-based text interface in the same educational environment, and we analyzed the overall satisfaction in the process of writing words by manipulating the interface.

• Journal of the Korean Society for information Management
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• v.13 no.2
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• pp.5-18
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• 1996

For the construction of thesaurus, a thesaurus management system is needed which can process dynamic variations fast and exactly such as input. correction and deletion of words, and definition of new relationship between words. In this paper, I developed a thesaurus management system based on the object-oriented technique and GUI(graphic user interface) screen, and to enhance the effectiveness of information retrieval. I put emphasis on the expansion of synonym, English and Korean words containing the same concept.

• International Journal of Contents
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• v.10 no.2
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• pp.37-41
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• 2014

This study defined the pre-elderly as middle age people from 50 to 59. Because it is difficult to produce a design to satisfy the pre-elderly without deeply understanding them, their financial and physical characteristics and persona-based scenario method was studied. An experimental study about persona based scenario method was conducted, and as a result, the types of personas found were as follows: 1) Users enjoy the same games online and offline. 2) Users enjoy playing alone on the computer. 3) Users prefer games that end quickly with win or loss. Writing the situation scenario for each type, the pre-elderly's problems and needs occurring while they play web board games were obtained. The obtained user requests were as follows: users would like the level of difficulty to be simpler in the game of baduk; users wanted unlimited credit and refrainment from using English words in go-Stop; and there were simple comments about game screen design.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.241-254
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• 2000

The past decade has witnessed the abundant use of computer in testing language skills such as listening and reading. Compared with these language skills, we have experienced little use of computer in testing a speaking skill including pronunciation. This is largely due to limitations of the current computer technology. One of such limitations for testing pronunciation is to store and automatically evaluate what the learner utters. Due to this limitation, the computer simply stores what the learner utters and raters evaluate it afterward on a certain rating continuum. With the advent of voice recognition technology, however, the computer has been able to test pronunciation in a systematic way. This technology enables the computer to identify, visually show, and evaluate the learner's intonation pattern by means of autocorrection. The evaluation is expressed in terms of the degree in which the learner's intonation pattern overlaps with that of the native speaker of the target language. In particular, the degree is numerically displayed on the screen, and this numeral is considered as the score of the learner's utterance under our testing framework.

• Journal of Service Research and Studies
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• v.3 no.2
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• pp.61-74
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• 2013

Lately, We have experienced increasing of Smartphone. Therefore we have experienced increasing of Application for Smartphone. This study suggested Lock-Toeic Learning Application using the smartphone. English the universal language of the world. TOEIC need to get job in Korea. It should be able to learn using LOCK-TOEIC Application of smartphone. This study add an Lock Screen Learning differentiate function of other smartphone application. We can expect Iteration learning effect using this study of Loch TOEIC smatphone application.

• Journal of Digital Convergence
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• v.11 no.6
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• pp.151-157
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• 2013

This research is about set-up own posture standard and enables to compare the set-up and own posture; therefore, this posture training system leads the user's active learning through the method of self-directed learning. This system includes the camera part that shoots user's posture and save the movie clip for comparison about the user and target, the training server that provides a comparison screen playing clips simultaneously by user's input, and the terminal equipment that connects the training server and a network, transmits the user's input to the server, and displays them from the comparison screen. The Journal of Digital Policy & Management. This space is for the abstract of your study in English.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.437-442
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• 2020

Information boards installed in Seoul subway stations are currently in four languages: Korean, English, Chinese, and Japanese. Informational announcements are provided to inform the main information or operation information through the LCD monitor installed in the train and in Korean. However, users are confused because the subway guide board screen displays advertisements more heavily than driving information As a research method, we grasped the current status and problems of the subway guide board installed on the Seoul subway, and presented an improved new subway guide board drafts. An online survey was conducted on 67 people, ranging from teens to 60s who mainly use the Seoul Metro. As a result of the study, the screen design is different for each boarding route, so it is necessary to unify the subway guide board that provides only necessary information. In particular, since the user transfers the subway several times in order to move from place to place, the subway guide board design should function as an emergency disaster guide or boarding information, not an advertising signboard.