• Journal of Engineering Education Research
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• v.15 no.3
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• pp.47-58
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• 2012

The purpose of this paper is to verify the education effects of program for engineering students and extract the essential components to be included in the learning contents. For this, we investigated the lecture contents critically and analyzed the evaluation result of questionnaire to examine the students' learning satisfaction and learners' needs concerning the effectiveness of course. The survey using two types of questionnaires was conducted with 210 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various speech education's effects concerning (1) verbal components, (2) non-verbal components, (3) problem solving competence, (4) teamwork skills, etc. On the other side there have been pointed out as problems in the ${\ll}$Presentation and Debate Skills${\gg}$ class, such as (1) a large number of assignments, (2) insufficiency of more refined evaluation method for the individuals and (3) a well-balanced arrangement between 'theory' and 'practice' was needed. However more importantly, the individual students can not do practice sufficiently owing to the large scale of class. Therefore the various and effective ways to help students improve their communicative competence have to be developed further. Finally, there have been extracted several essential components to be included in the class and implications for ameliorating the class were discussed and suggested in detail.

• Journal of Korea Game Society
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• v.16 no.3
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• pp.7-16
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• 2016

This research aims to suggest a gamified smart learning design for Korean EFL young learners' speaking proficiency. Gamification is the use of game-thinking and game mechanics in non-game contexts to engage users in solving problems. Thus, the gamified smart learning as gamification in education is designed not only to elicit students' participation but also to enhance speaking skills. Especially, this research based on the results of a pilot study is focused on easing the burden of homework as well as engaging the speaking English game for the primary students with a relatively short attention span. The game elements utilized in this study are competition, rewards, customized characterization and so on. Kakao Talk is selected for this gamified smart learning research because of its ease of accessibility, and multiple applicable functions for language learning such as voice recording, text messaging and sharing videos or photos. Gamification in smart learning can be a means of productive approach to contemporary EFL teaching and learning.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.25-31
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• 2016

In the study, a convergence model of a mobile-based English speaking test was developed. Based on the needs analysis from Korean college students, a speaking test App for iOS and Android mobile devices was developed and its test validity was examined. To develop the test, test items, scoring features and scales were developed. The result of the needs analysis survey showed that 69 out of 87 (79.3%) owned Android phones whereas only 17 (19.5%) held iPhones. Based on the result, an English speaking test App was developed. The technologies used for the test included HTML5, the Javasciript bridge technology, Node and Express, and Mongo DB. In the experiment, five examinees took the test. The test validity was obtained in that all the functions of the test were successfully operated and some feedback was gathered.

• Journal of Korean language education
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• v.29 no.2
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• pp.73-100
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• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• The Journal of the Acoustical Society of Korea
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• v.25 no.2
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• pp.88-95
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• 2006

In this Paper. a method for improving the performance of automatic speech recognition (ASR) system for conversational speech is proposed. which mainly focuses on increasing the robustness against the rapidly speaking utterances. The proposed method doesn't require an additional speech recognition task to represent speaking rate quantitatively. Energy distribution for special bands is employed to detect the vowel regions, the number of vowels Per unit second is then computed as speaking rate. To improve the Performance for fast speech. in the pervious methods. a sequence of the feature vectors is expanded by a given scaling factor, which is computed by a ratio between the standard phoneme duration and the measured one. However, in the method proposed herein. utterances are classified by their speaking rates. and the scaling factor is determined individually for each class. In this procedure, a maximum likelihood criterion is employed. By the results from the ASR experiments devised for the 10-digits mobile phone number. it is confirmed that the overall error rate was reduced by $17.8\%$ when the proposed method is employed

• Journal of Christian Education in Korea
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• v.62
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• pp.227-255
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• 2020

This paper aims to explore the nature of the making of speaking subject in early Korean Protestantism, focusing on the educational spaces for women. Traditional women could become a speaking subject through various educational programs provided by Protestantism in modern Korea. Especially three kinds of educational space played the crucial role of making women a speaking subject. The first was Bible class established for women in rural areas. Since most Korean women were unable to read and write, Protestant churches taught them Hangul[Korean alphabet] before teaching the Bible. Korean women studied the Bible in Bible class, Women's Bible School, and Women's High Bible School. Through this education, traditional women were liberated from the world of ignorance and obedience, and then become a speaking subject. The second was speeches and discussions that have emerged in institutional spaces such as mission schools for girls and women's organizations. Students at mission school were able to learn how to express their opinions by way of public speaking and discussion classes. Women were able to become speaking subjects in the process of learning such techniques of modern language. At that time, representative discussion spaces were Lee Mun-hoe, Joyce Chapter, and YWCA. The third was testimony and dialect. Unlike sermons and public prayers, which were only allowed to male elites, testimony and dialectics are a form of speech that transcends gender or status constraints. Especially in the space of the revival movement, women confirmed their dignity through active testimony, and their religious identity was strengthened in the process. Dialect also served as the language of liberation for women suffered and alienated from male-dominant culture. Dialect is a device that exercises the right to speak against transcendental authority. Furthermore, in Protestantism of early modern Korea, the speaking subject's act of speech was elevated beyond personal matters to social issues, women's issues, and ethnic issues.

• Journal of Digital Convergence
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• v.6 no.3
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• pp.13-22
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• 2008

The purpose of this study is to explore 'Flow Experience' of those studying English speaking and listening in the e-Learning environment. The exploration of flow experience in this study is based on the literature research of Csikszentmihalyi's flow models and other studies. There have been many studies on flow experience focusing on arts, leisure and sports in accordance with Csikszentmihalyi's original theory, however, his flow theory has recently been adapted to the educational field. Nonetheless, it is in the e-learning environment, rather than the face-to-face traditional teaming environment, that there is not enough flow state measurement scale. Therefore, it is important to develop as a stepping stone a flow state scale for those who study English speaking and listening by the cyber-native-speaker on e-Learning environment to improve their satisfaction and achievement.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.21-30
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• 2016

Communication is for making a passage to communicate with various modern narratives or various people. Therefore, it needs to be reorganized by these changes and demands. Especially in case of country students learning natural science and engineering are appreciating the necessity of speaking education. So a program which contains both speaking and writing should be organized. In this writing writer used flipped learning and strategic text to fulfill evaluation items that engineering authentication requires. Also writer suggested how to lecture and planned to make a integration textbook which can foster literacy and liberal arts knowledge.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.255-272
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• 2011

As the demand of English education is increasing, the demand for Native English speaking teachers (NEST) is rising, especially in Asian countries. However, due to the low number of NEST, the Korean government is suggesting that Filipino Women be used as English teachers as an alternative. This study aims to answer three questions: (1) are Filipino women in Korea qualified to teach English based on the error analysis of their written essays? (2) what are the linguistic features found in their diagnostic essays? and (3) is their written English better than Korean college students' written English based on the comparison of the two groups? The findings from the Filipino participants show the most frequently occurring errors are related to punctuation usage (commas and hyphens), vocabulary (word choice), verb usage, redundancy, and even as basic as capitalization usage. The results from the comparison of the two groups show that the percentage of the Filipino participants' written error was 14% while the percentage of the Korean participants was 17%. The findings would give us some ideas on the qualification of Filipino women in Korea as English teachers.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.309-326
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• 2011

This study examines the relationship between second language use outside of class and oral proficiency development. It first identifies out-of-class activities of international graduate students in the U.S. and the average time spent speaking English in those out-of-class activities. Interviews and student self-measurements of time spent speaking English each day were used to investigate the types and quantities of out-of-class activities. In addition, two sets of student oral proficiency test scores were collected. Correlation analysis is used to find out the relationship of the variables between the most salient out-of-class activities and oral proficiency gains. The findings indicate that second language use outside of class is important for international graduate students to improve their oral proficiency. This is especially true with regularized interaction such as talking at work and the average time spent speaking in English a day outside of class. This study suggests that learners of English in an ESL environment should be encouraged to take part in out-of-class activities in addition to English use in the classroom in order for them to improve their oral proficiency.