• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• 중국학논총
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• no.61
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• Speech Sciences
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• v.11 no.2
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• pp.27-38
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• 2004

This study attempted to determine the effects of a cooperative and cognitive group therapy compared to individual therapy in 24 aphasic subjects. Two dependent variables were measured overall language performance, functional communication skills. 18 subjects with different types and severity of aphasia participated in the group therapy. 6 aphasic subjects participated in the individual therapy and they functioned as a control group. The subjects were ranged from 27 to 59 years in age. The group therapy using the cooperative learning utilized the following procedures. First, 6 aphasics constituted 1 group where each subject peformed a task and they monitored one another. Second, 2 aphasics consisted 1 group and they cooperated to perform a task. Third, 3 groups with 2 aphasics in a group competed one another in a task where the 2 aphasics had to cooperated. Finally, the investigator gave the feedback to the group and she and the subjects discussed the overall procedures of the therapy. The above mentioned 2 tests were administered pre- and post-treatment. A repeated two-way ANOVA was performed for analysis. The results showed that the group therapy was more effective in improving overall language performance as compared to the individual therapy. And, the group therapy was more effective in increasing functional communication skills as compared to the individual therapy.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.135-141
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• 2017

Exposed to a great many media and technology resources, EFL students seem to lack the motivations for learning on the basis of the conventional teaching methods. For this reason, in teaching English, finding teaching methods and materials appropriate to make the learning experiences for EFL students more engaging and interesting has become more challenging than ever. This is the main reason why English language teachers always keep searching for more motivating teaching sources. Although most of course books have CD's and DVD enclosed, these turn out to be less authentic and not very engaging for students. In order to bring diversity into the classroom, many teachers use films in EFL teaching. Films are usually seen as a media that attracts students' attention and tend to present language in a more natural (interactive) way as well. What is more important is that films offer a visual context aids which help students understand and improve their reading skills. This paper analyzes the effects of using films in the EFL classroom. Moreover, It shows that films as a teaching resource play a very effective role in developing students reading and communication skill. Last but not least, mobile phones are used as a main supplementary device in that either group is recommended to watch a movie anytime and anywhere.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.217-228
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• 2017

This paper examined the effects of children's interests and attitudes toward mother's native culture and use of mother's native language on satisfaction of the mother-child relationship in multi-cultural families. Data from the 2012 National Survey of Multi-cultural Families demonstrate that for children aged between 9 and 12 years, their fluency and desire to speak well in the mother's native language as well as father's encouragement for using the mother's native language at home were positively associated with satisfaction of the mother-child relationship. For those aged between 13 and 18 years, mother's nationality (i.e. Southeast or South Asia) was negatively related with mother-child relationship satisfaction. Both mother's and children' communication skills, children's interests in mother's native culture, pride for mother being a foreigner, and desire to speak well in the mother's native language were positively associated with mother-child relationship satisfaction. Therefore, there is a need for foreign wives to be educated in Korean language and culture as well as opportunities for children to learn their mother's native culture and language.

• Journal of Family Resource Management and Policy Review
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• v.17 no.4
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• pp.145-170
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• 2013

The purpose of this study was to figure out married female immigrants' experience and process of investing in human capital in Korea. The participants were 11 women from multicultural families who had experience of investing in human capital in Korea, could communicate in the Korean language, and were living in Daegu. The data were collected using intensive interviews. The major findings were as follows: The participants' level of education and work experience in native country were not accepted as human capital and offered no advantages or obtaining employment in Korea, while English language skills were useful for those pursuing an English lecturer position. The motives for investing in human capital were 'adjusting to early stage of marriage and a new environments', 'for their childrens' education', 'to improve female immigrants' level of education', 'seeking a better job', and 'advocating more education'. The types of investing in human capital were 'learning Korean language and culture', 'applying to Open University or taking a middle or high school qualification examination', 'obtaining certification', and 'entering regular university'. The participants' plans for investing in the future were 'finding their own job', 'entering regular university', and 'participating in useful educational programs including Korean language skills for daily life' The results showed that the participants' motives for investing in human capital were related in the stage of their marriage. The phases and changes in their motives during a marriage proved that the participants continued to invest in human capital according to their needs and situation.

• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.461-470
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• 2007

Programming education can improve problem-solving skills and logical thinking required in a knowledge-based society. However, most conventional programming education spent more time to acquisition of command language and coding process rather than improvement of problem-solving skills and logical thinking, for using programming languages based on foreign language and learners have appeared to lost interest easily. To solve these problems in this paper, interest in programming study was enhanced by making it possible to verify the outcome of highly abstract programming process through a robot as a concrete object. In addition, the Hangul converter of robot programming language based on RCX that elementary school students can use easily was designed and developed. Furthermore, the developed tool was used for six months by students in after-school computer class and therefore learners showed a positive response.

• Journal of Internet of Things and Convergence
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• v.7 no.2
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• pp.21-29
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• 2021

In this study, it is necessary to supplement the Korean language curriculum in order for international students to adapt and settle in Korea in an era where education is being transformed into future education due to the 4th industry. In the KFL (Korean as a Foreign Language) situation encountered by international students, they suffer from difficulties in university mathematics due to communication problems due to lack of language ability, which is one of the stress factors for cultural adaptation in the Korean language education program. To solve this problem, we analyzed ESL programs in English-speaking countries and KSL programs in Korea to set educational goals, curriculum, and educational methods to achieve goals for international students, and to establish curriculum and learning processes. Therefore, the Korean language education program (KSL program) for foreign students in the Korean language curriculum should also be supplemented by accepting the advantages of setting accurate goals for the ESL program and linking it with university graduation in the curriculum of English-speaking countries. In addition, for international students to learn Korean, an integrated Korean language education course and management system using IT suitable for the 4th industrial age is needed.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.