• Journal of Digital Contents Society
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• v.14 no.2
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• pp.255-262
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• 2013

Useful applications for English education enable immediate conversion of mobile devices into remote wireless systems for classroom computers. Once the free software has been installed in the main computers in the classroom, using powerpoint, students can operate the computers through their mobile devices by installing Air mouse on them. By using this, the students can draw or write on the "board" to manipulate the educational resources from where they are/from their seats. The study of English language encompasses not only academic study but also language training. Until recently, the issue of the English language learning has been ridden with certain problems-instead of being a tool that facilitates communication, its main purpose has been for school grades, TOEIC, and TOEFL. This study suggests English language learning methodology using various applications such as mobile, VOD English language content, and movie scripts in implementing easy and fun English language learning activities that can be studied regularly. This is operationalized by setting a specific limit on learning and by using various media such as podcast, Apps, to increase interest, motivation, and self-directed learning in a passive learning environment.

• Cross-Cultural Studies
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• v.48
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• pp.223-252
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• 2017

This study explores effects of two types of chatbots - voice-based and text-based - on Korean EFL learners' speaking competence and learner perception. Participants were 80 freshmen students taking an English-speaking class at a university in Korea. They were divided into two experimental groups at random. During the sixteen-week experimental period, participants engaged in 10 chat sessions with the two different types of chatbots. To take a close examination of effects on the improvement of speaking competence, they took the TOEIC speaking test as pre- and post-tests. Structured questionnaire-based surveys were conducted before and after treatment to determine if there are changes in perception. Findings reveal two chatbots effectively contribute to improvement of speaking competence among EFL learners. Particularly, the voice-based chatbot was as effective as the text-based chatbot. An analysis of survey results indicates perception of chatbot-assisted language learning changed positively over time. In particular, most participants preferred voice-based chatbot over text-based chatbot. This study provides insight on the use of chatbots in EFL learning, suggesting that EFL teachers should integrate chatbot technology in their classrooms.

• Journal of Intelligence and Information Systems
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• v.17 no.3
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• pp.115-130
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• 2011

Many online stores bring features that can build trust in their customers. More so, the number of products or content services on online stores has been increasing rapidly. Hence, personalization on online stores is considered to be an important technology to companies and customers. Recommender systems that provide favorable products and customer product reviews to users are the most commonly used features in this purpose. There are many studies to that investigated the relationship between social presence as an antecedent of trust and provision of recommender systems or customer product reviews. Many online stores have made efforts to increase perceived social presence of their customers through customer reviews, recommender systems, and analyzing associations among products. Primarily because social presence can increase customer trust or reuse intention for online stores. However, there were few studies that investigated the interactions between recommendation type, product type and provision of customer product reviews on social presence. Therefore, one of the purposes of this study is to identify the effects of personalized recommender systems and compare the role of customer reviews with product types. This study performed an experiment to see these interactions. Experimental web pages were developed with $2{\times}2$ factorial setting based on how to provide social presence to users with customer reviews and two product types such as hedonic and utilitarian. The hedonic type was a ringtone chosen from Nate.com while the utilitarian was a TOEIC study aid book selected from Yes24.com. To conduct the experiment, web based experiments were conducted for the participants who have been shopping on the online stores. Participants were a total of 240 and 30% of the participants had the chance of getting the presents. We found out that social presence increased for hedonic products when personalized recommendations were given compared to non.personalized recommendations. Although providing customer reviews for two product types did not significantly increase social presence, provision of customer product reviews for hedonic (ringtone) increased perceived social presence. Otherwise, provision of customer product reviews could not increase social presence when the systems recommend utilitarian products (TOEIC study.aid books). Therefore, it appears that the effects of increasing perceived social presence with customer reviews have a difference for product types. In short, the role of customer reviews could be different based on which product types were considered by customers when they are making a decision related to purchasing on the online stores. Additionally, there were no differences for increasing perceived social presence when providing customer reviews. Our participants might have focused on how recommendations had been provided and what products were recommended because our developed systems were providing recommendations after participants rating their preferences. Thus, the effects of customer reviews could appear more clearly if our participants had actual purchase opportunity for the recommendations. Personalized recommender systems can increase social presence of customers more than nonpersonalized recommender systems by using user preference. Online stores could find out how they can increase perceived social presence and satisfaction of their customers when customers want to find the proper products with recommender systems and customer reviews. In addition, the role of customer reviews of the personalized recommendations can be different based on types of the recommended products. Even if this study conducted two product types such as hedonic and utilitarian, the results revealed that customer reviews for hedonic increased social presence of customers more than customer reviews for utilitarian. Thus, online stores need to consider the role of providing customer reviews with highly personalized information based on their product types when they develop the personalized recommender systems.

• Journal of Distribution Science
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• v.12 no.11
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• pp.45-53
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• 2014

Purpose - Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology - Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results - Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions - This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Journal of the Korean Applied Science and Technology
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• v.35 no.2
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• pp.454-462
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• 2018

This study is a descriptive research study to examine influence of major satisfaction and career maturity on the job-seeking stress of nursing and public health university students. This study surveyed 410 nursing and public health university students from 3 schools of G-city from September 26 to October 31, 2017. The data were analyzed by descriptive statistics, ANOVA, ANCOVA, Pearson correlation coefficients, and multiple regression. The study results showed a significant difference in major satisfaction (F=9.856, p<.001) and career maturity (F=6.005, p=.001) according to major choice motives. The student GPAs were also found to be significantly different from career maturity (F=2.755, p=.042) and job-seeking stress (F=3.503, p=.016). In addition, the TOEIC score was significantly different from major satisfaction (F=4.514, p=.004). Job-seeking stress was positively correlated with major satisfaction (r=-.314, p<.001) and career maturity (r=-.514, p<.001). The factors affecting job-seeking stress were in the order of major satisfaction (${\beta}=-.125$, p=.007) and career maturity (${\beta}=-.459$, p<.001). Based on the results, two proposals are recommended in order to reduce the job-seeking stress of nursing and public health university students. It is necessary to prepare major guidance programs suitable to the characteristics of each department from the lower grades and to provide the students with career guidance accordingly.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.188-194
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• 2010

This paper deals with a teaching method in EMI(English Medium Instructor) Education for engineering major subjects which is accomplished between non-native english speaking professors and students. Goals of EMI in non-english speaking countries will be both a improvement of communication ability and understanding of the major subjects. However, when students who have a low level-english ability participate in english class, it is necessary to analyze whether they can obtain above goals or not and to study on a teaching method for them. The english classes were aimed at students at the college of engineering who have 200-420 TOEIC average score. The research was proceeded by course evaluations to three direct EMI and surveys that were performed targeting all students participated in english class. The proposed research results may lead to development of EMI for students who have a low level- english ability and give them a better understanding and interest of major subjects.

• Journal of Korean society of Dental Hygiene
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• v.18 no.4
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• pp.477-488
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• 2018

Objectives: The purpose of this study was to investigate career competency, tasks, and job satisfaction of public servants, public institutions, and researchers. Methods: The survey was conducted about career competency, job satisfaction, and satisfaction on work life. Next, they interviewed on the characteristics of each job by two or three dimensions. The following conclusions were obtained from July to August 2017. Results: Career competencies were GPA with 3.87, 818 points of TOEIC score, and ITQ certification. Public servants required the information on literacy skills for employment and job performance, while civil servants need more than one year of clinical experience in the dental hospital. The non-commissioned officer needed a written test and fitness training. The health insurance review and assessment center required more than one year of experience from general hospital or medical institutions. Researchers required a research career, language skill, and professors required research and teaching experiences with clinical experience more than three years. The main job tasks were as follows; for public servants, they were official document processing and community projects. For the civilian workers and military/noncommissioned officers, they were medical assistant and administrative works. The employees of the health insurance review and assessment service are examining the medical expenses and the medical examination, the researchers are experimenting, researching and writing articles, and the teaching staff are lecturing and conducting individual research. Conclusions: The results of job satisfaction survey showed that occupational satisfaction was the highest in civil servants, researchers, and teaching professions. Job security was the highest in health workers and health inspectors' evaluation centers, and time vacancy was the highest in civilian workers and military/noncommissioned officers. If you want to work in such an institution, you should prepare elements that match your basic literacy and job specific characteristics. And we should try to increase the satisfaction of work even after work.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.83-88
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• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.

• Journal of the Korean Society of Marine Environment & Safety
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• v.29 no.7
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• pp.930-938
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• 2023

Maritime English is a specialized language system designed for ship operations, maritime safety, and external and internal communication onboard. According to the International Maritime Organization's (IMO) International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), it is imperative that navigational officers engaged in international voyages have a thorough understanding of Maritime English including the use of Standard Marine Communication Phrases (SMCP). This study measured students' proficiency in Maritime English using a learning and testing platform that includes voice recognition, translation, and word entry tasks to evaluate the resulting improvement in Maritime English exam scores. Furthermore, the study aimed to investigate the level of platform use needed for cadets to qualify as junior navigators. The experiment began by examining the correlation between students' overall English skills and their proficiency in SMCP through an initial test, followed by the evaluation of improvements in their scores and changes in exam duration during the mid-term and final exams. The initial test revealed a significant dif erence in Maritime English test scores among groups based on individual factors, such as TOEIC scores and self-assessment of English ability, and both the mid-term and final tests confirmed substantial score improvements for the group using the platform. This study confirmed the efficacy of a learning platform that could be extensively applied in maritime education and potentially expanded beyond the scope of Maritime English education in the future.