• Phonetics and Speech Sciences
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• v.10 no.2
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• pp.33-37
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• 2018

Korean students with much exposure to the relatively slow and clear speech used in most English classes in Korea can be expected to have difficulty understanding the casual style that is common in the everyday speech of English speakers. This research attempted to investigate an effective way to utilize casual speech in English education, by exploring the way different speech styles (clear vs. casual) affect Korean learners' comprehension of spoken English. Twenty Korean university students and two native speakers of English participated in a listening session. The English utterances were produced in different speech styles (clear slow, casual slow, clear fast, and casual fast). The Korean students were divided into two groups by English proficiency level. The results showed that the Korean students achieved 69.4% comprehension accuracy, while the native speakers of English demonstrated almost perfect results. The Korean students (especially the low-proficiency group) had more problems perceiving function words than they did perceiving content words. Responding to the different speech styles, the high-proficiency group had more difficulty listening to utterances with phonological variation than they did listening to utterances produced at a faster speed. The low-proficiency group, however, struggled with utterances produced at a faster speed more than they did with utterances with phonological variation. The pedagogical implications of the results are discussed in the concluding section.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.346-357
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• 2019

The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.203-212
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• 2020

The purpose of this study is to analyze the perception of non-face-to-face online undergraduate lectures experienced by foreign learners, to identify problems of online lectures, and to suggest improvements. For this study, the perception of online lectures was investigated and analyzed by foreign undergraduate students who took online lectures at A and B universities. Through this, I explored the design direction, complementary measures, and direction of online lectures to be held at Korean universities in the future. As a result of this study, non-real-time lectures through E campus were recognized as advantages in that they could learn repeatedly and listen to lectures at home., Real-time lectures using Zoom were recognized as an advantage of being able to communicate between professors and learners. Both types of online lectures had many tasks and had difficulty in focusing on the lecture until the end. In the future, it was found that the amount of lecture contents and the amount of tasks should be reduced and the condition and sound quality of the lecture image should be improved. As for the evaluation method, they preferred online evaluation rather than offline evaluation, and they preferred relative evaluation rather than absolute evaluation. The results of this study were able to closely understand how learners perceive online lectures. Also, when conducting online lectures, I was able to know the points that need to be improved in the future. The results of this study are expected to contribute to the design direction of online lectures and the development of online contents at each university.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.25-32
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• 2022

The purpose of this study was conducted to develop adult distance literacy education program and verify its effects. The program was developed through the examination on factors affecting online literacy education and necessary analysis and feedback. Pre- and post-tests analyzing the effects of distance literacy education measuring academic understanding factor, learner satisfaction and satisfactory levels on the academic were administered to 49 adult literacy learners before and after a distance literacy education course. Also, this paper try to explore learners who participated in distance literacy education experience, change and that meaning. The results of the content analysis on the program are summarized as follows. First, there were statistically significant differences regarding academic understanding factor, learner satisfaction and perceived learning outcome satisfaction variables since distance literacy education program which is based on ARCS model start. In addition, learners were satisfied with replaying the learning videos several times, and the improved ability to use smart devices. But they expressed regrets about not being able to go to school and the difficulty of using the devices. It means that distance literacy education based on the ARCS model draw a positive learning conclusion. On the basis of these results, suggestions for further research were discussed.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.31-45
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• 2000

The idea to be changed first among the general ideas of mathematics is that, from the standpoint of teachers, one-sided teaching is efficient due to the progress of classwork of excessive quantity, and, from the standpoint of students, they say they gave up mathematics publicly feeling uneasiness in every class because of the deficiency of previous learning and interest, and they think all problems are due to the educational system, neglecting their studies, not participating actively in lessons. Therefore this study is, after giving learning points and problem papers of which the degree of difficulty differs to the groups of students divided into the advanced, intermediate, and elementary by personal abilities of learning and concerns, tried out to remove uniformity and integrity of lessons through solving the problems students can, to convert lessons to the learner-oriented that learners take part in voluntarily through discussing, solving the problems, and correcting the errors of them by group-cooperative actions, for the students to realize that they can solve everything only by their own endeavors.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.1-23
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• 2005

This paper is a qualitative and quantitative study. The main purpose of the paper is to diagnose what makes English communication difficult at the Korean EFL adult level. In order to obtain data, this study employed interviews and a questionnaire. We identified thirty three factors blocking pathways to oral communication. Qualitative analysis repeatedly revealed patterns such as lack of grammar, lack of vocabulary, lack of background knowledge, and peer pressure, but quantitative analysis yielded somewhat different results: lack of colloquial expressions, lack of vocabulary, lack of various topics, problems in the educational system, difficulty in using existing knowledge, and lack of grammar. Findings which were common to both qualitative and quantitative analyses suggest that lack of linguistic knowledge and lack of background knowledge are major barriers learners encounter in communication. On the basis of the results, suggestions are made for overcoming these barriers.

• Speech Sciences
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• v.12 no.4
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• pp.153-166
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• 2005

This paper attempts to examine the accent implementation and perception of noun phrases and compound nouns in English sentences, arguing that primary stress of noun phrase and compound noun is realized in relative prominence in intonation. The production test examines how the stress patterns of the noun phrases and compound nouns are realized in intonation of the English native speakers' utterances. The perception test investigates English and Korean listeners' comprehension of the intonation of the noun phrases and compound nouns. And the results of this experimental study show that speakers and listeners produce and perceive the primary stress as a relatively prominent accent even if in contrast of English listeners, Korean learners have difficulty in using the cue of pitch accent location and figuring out compound nouns and noun phrases.

• Proceedings of the Korea Information Processing Society Conference
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• 2018.05a
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• pp.183-186
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• 2018

In this paper, we propose the database design for skill learning service through the internet from the viewpoint of service engineering. This paper we describe the outlines for a design theory for skill learning service, which can lead to the satisfaction of both learner and instructor. Compared to other services, motion control learning takes a considerable amount of time, and this leads to a difficulty for learners to rate the quality of the service as well as for the instructors to provide consistent quality and standard of teaching. To solve these problems, we use a relational database with MongoDB which is an unstructured database allowing to flexibly incorporate the demands of both learner and instructor into the database itself.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.339-353
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• 2008

This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.347-348
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• 2019

컴퓨터 프로그래밍 수업에서 학습자들의 평소 학습 이해도를 파악하는 방법으로 형성평가가 보편적으로 많이 이용되고 있다. 교수자에게 형성평가는 학습자들의 이해도를 파악하는 방법이지만, 평가 결과를 성적에 반영할 때 학습자들에게는 학습 동기를 향상시킬 수 있는 요소임을 선행 연구를 통해 알 수 있었다. 본 연구에서는 수년간 컴퓨터 프로그래밍 수업에 적용해온 형성평가의 문제 난이도를 조절하여 난이도가 학습자들의 학습 동기 부여에 얼마나 영향을 미치는 요소인지를 살펴보고자 한다. 특히 형성 평가에 출제한 문제의 난이도 정도가 형성평가 다음에 이어지는 중간고사나 기말고사 등의 큰 평가에서 얼마나 긍정적인 영향을 미치는지를 통해 학습 동기 부여 정도를 분석하고자 한다.