• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.6
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• pp.757-762
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• 2015

This paper examine how CCT affected to writing task performance and EEG through 24 elementary students from in July to September, 2014. The study analyzed EEG that was changed in a task performance under an orange color light and a white color light in a laboratory for stabilization and relaxation. The study results showed that an alpha wave, beta wave, high-beta wave were high under the white color light. The task performance time, however, showed significant fast performance under the orange color light. Although pre-existing low CCT has been considered as typical type for stabilization and relaxation, this study provides that the various applications in the elements of cognition, tasks, and types can affect improvement of task performance and occupation ability.

• Korean Journal of Oriental Medicine
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• v.8 no.2 s.9
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• pp.37-46
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• 2002

Clinical trials are experimental studies with human subjects in which various limitations and variables exist by their nature. As a preparatory stage for designing clinical trials in Oriental medicine, this study considers a virtual protocol to show guideline regarding tasks necessary when writing a trials protocol. Clinical trials have many difficulties in planning, procedure, and interpretation of results, and these may be influenced by various biases that are difficult to predict and eliminate. To deal with these issues, clinical trials need a collaboration between medical experts and biostatisticians from the beginning, through the entire trial, until the final analysis. Therefore, the first stage of clinical trials is to write out a trial plan among the experts in each field to derive the best design for the trial.

• International journal of advanced smart convergence
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• v.5 no.4
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• pp.48-53
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• 2016

In this paper, all elements used in integrated infrastructure for job competency assessments of NCS (National Competency Standards) will be merged into assessment system using multiple devices(ASMD). NCS is a systematic approach on required abilities (knowledge, technical expertise, attitude) to process the tasks in the fields by industry. Competiveness of ASMD design is that no limitation of time and space using personal devices like PC, laptop, smartphone, and tablet, while seeing screen, hearing, touching, speaking, and writing. Question type can be limitless to express the situation. To lead technologies and market for domestic and oversea assessment system, supporting on multiple devices with connectivity that will eliminate limitation of time and space is the key feature for design competitiveness. Design of integrated assessment system proposed in this paper can be applied to NCS, fundamental competency evaluation, online test, job aptitude test, and foreign language test which involve listening, reading, writing, and speaking. Compared with existing evaluation method, reduction of investment and operating cost will be greater. Along with development of ICT technologies, the next generation of integrated assessment system will be quickly changed to ASMD, which already involves connected service between internet and smart devices.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.199-204
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• 2022

This study was carried out in an L2 writing class using machine translation. The aim of this study was to explore what types of errors are identified the most frequently in the Korean-to-English machine translation output and what causes those errors. The participants were seven EFL university students who completed three writing tasks throughout the semester. The findings of data analysis indicated that the most common errors were seen in sentence structure and mechanics, and those errors in the translated texts were caused by the errors in the Korean source texts.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.9
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• pp.2113-2120
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• 2013

As a smart mobile device is gaining popularity as a tool to utilize internet services, the demand on the cloud service (which eliminates the spatial and/or temporal restrictions in enjoying the services) is increasing. This trend also has an effect on the style of performing business tasks so that the concept of 'smart-work' (e.g. doing business tasks in anywhere and anytime) is being spread over the industries. The facilities for the smart-work is, however, focused on providing the tools designed to supporting business tasks such as co-working in writing documents, video conference, searching data via smart (mobile) devices neglecting the industries' needs for the infrastructure by which they can create their own business applications and mobile cloud services at a low (or moderate) price. The paper proposes a mobile cloud service platform, which provides an SDK for developing business applications and offers the applications to smart mobile devices as a PaaS (Platform as a Service).

• Journal of the Korean Society for Library and Information Science
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• v.49 no.3
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• pp.233-252
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• 2015

The purpose of this study is to analyze inquiry tasks of textbooks in middle schools social studies under the information literacy process and find out teacher librarians' educational information service on the side of information literacy education. Results of the analysis show that middle school students who carry out the inquiry tasks of social studies should select sources, seek its' related information and create their products through writing reports or presentation. Compared with information literacy process of the "Library and Information Skills", the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce social studies teachers' burden of class and promote students' inquiry activities by teaching skills of suitable materials seeking strategies for solving their task, understanding and synthesizing the information and evaluating their process and result. Therefore, it is necessary to activate collaborative teaching between the teacher librarian and the social studies teacher based on the information literacy.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of Korean language education
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• v.28 no.4
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• pp.63-86
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• 2017

This research aims to evaluate the effects and the shortcomings of strategies for teaching paraphrasing to foreign university students. For this study, the effects of teaching paraphrasing skills on student's academic writing was investigated through the assessment of pre- and post-test writing tasks and through a focus group interview. The teaching of paraphrasing was divided into 3 instructional sessions and the focus group interview was conducted at the end of the last session. After each instructional session three trained assessors evaluated the outcomes of pre and post task writings; the in-depth focus group interviews were conducted on seven of the students in order to define better positive effects as well as shortcomings. By comparing the scores of pre- and post-task assignments it is possible to affirm that there is a meaningful difference for overall scores; moreover, in an analysis conducted on each single sub-element of the paraphrasing skill, it emerged that except for "task completion", all other four elements of "structure", "understanding core content", "change of expression" and "academic expressions" showed a statistically significant improvement in performance. On the other hand, as a result of the focus group interview, it was possible to individuate as main shortcomings insufficient vocabulary knowledge, poor overall comprehension of the reference material, lack of practice and difficulty in connect sentences organically. It is possible to consider these elements as limiting factors in understanding the reference material and making correct citations by the students. Therefore, we suggest as supplementary instructional strategies a deeper attention to the difficulty level of the text, the introduction of devices to understand better the content of the reference material and an integrated practice of the paraphrasing skill.

• Journal of English Language & Literature
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• v.58 no.6
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• pp.1085-1101
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• 2012

This study, guided by Engeström's (1999, 2001) activity theory which owes its theoretical lineage to sociocultural theory, explores how roles (peer feedback givers and receivers) and tasks are distributed among EFL students who engage in peer response. More specifically, as an extension of previous research of focusing on "stances" ESL students adopt, I investigate whether different roles in peer response groups make a difference in the nature of peer response and identify what underlays the different roles in peer group interaction. In addition, I examine whether different roles to the peer response create tensions and contradictions in peer response and how these created conflicts lead to changes in peer response activity system. The data I wish to consider is first-person narratives elicited from two EFL college students. I use Won's and Choi's (both pseudonyms) stories as a heuristic, which is a method that allowing one to proceed fruitfully in finding information. Foregrounded in this study are the students' different roles in the same peer response activity. A division of labor exists between Won/Choi and their peers - the way tasks are divided up and the way roles are structured. Yet Won and Choi adopted rather divergent roles when participating in peer response activity and carried out qualitatively different peer response activities. It is obvious here that the distribution of their roles in carrying out this particular peer response is shaped by Won' and Choi's perception about the validity of their peers' responses.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.1017-1041
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• 2011

This study investigates Korean EFL learners' awareness and use of the English existential there-construction by examining data collected from 54 Korean EFL learners of English by means of a pragmalinguistic judgment task and a controlled discourse completion task. The results of the judgment task reveal that lower proficiency learners rated canonical sentences and existentials with a preposed locative best in the communicative situations where the use of existentials would have been most appropriate. A comparison of the ratings by more proficient learners and native speakers shows that existentials received highest ratings by both groups where they are the most natural option, while canonical sentences received significantly higher ratings by the learners. With regard to the production data, learners tended to avoid existentials, but rather relied on canonical sentences. Existentials were rarely used by lower proficiency learners and not used productively even by more proficient learners in the situations where existentials would have been the most natural option. These results suggest that Korean learners' difficulty with the use of existentials is not merely a product of performance limitations, but attributable to limited knowledge about existentials and their syntactic alternatives in terms of contextual appropriateness. Lower proficiency learners lack such knowledge, and more proficient learners, while showing better awareness of the use of existentials, have problems as to the placement of new information when engaging in writing tasks that place lower level of demands on attention to the information status of noun phrases compared to communicative, oral tasks.