• English Language & Literature Teaching
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• v.15 no.3
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• Korean Journal of Cognitive Science
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• v.23 no.2
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• pp.185-204
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• 2012

A three factor experiment was conducted to explore the effects of giving prompts and asking for self explanation and the modulating effect of the need for cognition (NC) on the two interventions. The effects of giving prompts and asking for self explanation were different depending on the task and the level of need for cognition. Participants of low NC conditions showed the prompt effect and the self explanation effect in the memory tests. On the other hand, participants in the high NC conditions performed better in the comprehension test when they were given prompts and were asked to self explain. However, high NC participants performed worse when they were asked to self explain without providing the prompts. The results were interpreted to suggest the importance of detecting the right parts in getting the self explanation effect.

• The Korean Society of Law and Medicine
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• v.14 no.2
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• pp.143-172
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• 2013

In order to achieve the purpose of treatment for patients by a doctor, the instruction explanation obligation, which means that he should give patients the description in more details to prepare for postoperative sequelae or complications, is common with the advice explanation obligation as a doctor should ex-plain some information to patients. Since the advice explanation obligation is the benefit and protection of the law for self determination right, but the instruction explanation obligation is one for the integrity of body and life, one can be distinct from the other. Judgments giving the instruction on the concept of instruction explanation obligation, specific methods of implementation and a range of compensation for damage are recently being made by courts at all levels including the Supreme Court. It is the time to systematize them. The contents which have been mainly discussed so far include the essence of above mentioned instruction explanation obligation. However, when the tendency of practice is considered, the efforts are required to admit the organic relevance between instruction explanation obligation and advice explanation obligation and to explain the relationship without any contradiction. For whereabouts of li-ability of proof, patients theoretically demonstrate the failure to implement it. However, when the theoretical consistency is maintained, it is likely to fail the intent to recognize the instruction explanation obligation and it may ask patients to prove something impossible to be proven. Thus, these things should be considered. Moreover, as the instruction explanation obligation is associated with medicine instruction obligation of a pharmacist and the coverage is being extended, it is the time to require the systematic study on the theoretical limit.

• Korea Journal of Hospital Management
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• v.27 no.1
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• pp.11-19
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• 2022

Purposes: This study was to investigate intention to exercise the patient's right of self-determination on adopting the non-benefit medical services and was to identify factors associated with intention to self-determined decision. Methodology: A total of 1,000 adult respondents aged 20 to 65 years were recruited using stratified random sampling and surveyed by online. Multivariate logistic regression analysis was performed to identify factors associated with intention to self-determined decision using SAS 9.4(SAS Institute Inc. Cary, NC, USA). Findings: 61.9% of total participants(n=592) had intention to exercise patient's right of self-determination on adopting the non-benefit medical services. Significant differences were observed in the exercise of self-determination in relation to prior explanation and opportunity for self-determination. Practical Implications: This study suggested that explanation duty of provider might influence on increasing intention to exercise the patient's right of self-determination. Considering appropriate use of non-benefit services, it is important to enhance explanation duty of provider.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1324-1335
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• 2013

The purpose of this study was to examine the effects of PCK designed instruction on academic achievement and self-efficacy for underachievers in science of elementary school. The hypotheses were as follows: First, PCK designed science instruction would improve academic achievement of the children. Second, PCK designed science instruction would improve academic self- efficacy of the children. The subject was 14 students of forth graders of elementary school who are underachievers in science class. For group composition, self efficacy test and science achievement test were conducted and they were divided into experimental group and control group. Each group has 7 participants. A total of 16 sessions were conducted for 8 weeks, twice per week, with experimental group were taught PCK designed classes while control group were taught teacher-led explanation type class. The result of statistical analyses were as follows: First, the experimental group in PCK designed class showed more improvement on academic achievement than the control group in the teacher-led explanation type class. Second, the experimental group in PCK designed class showed more improvement on self efficacy than the control group in the teacher-led explanation type class.

• Korea Journal of Hospital Management
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• v.17 no.4
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• pp.71-86
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• 2012

The study was a descriptive research to investigate the effect of job satisfaction and self-leadership of members of small and middle-sized hospital on organizational commitment. Collection of data was conducted throughout members of small and middle-sized hospitals with explanation of purpose from 2011, Oct, 1st to 10th. Collected data was analyzed by T-test, ANOVA, Scheffe test and hierarchical regression analysis with utilizing SPSS Win 16.0. As a result of the expected effect, a degree of effect on organizational commitment has explanation 65.1%(F=183.804) on job satisfaction and self leadership. Also, it was job satisfaction that was found to be more effective, where explanation for it was ${\beta}$=.755 and self-leadership ${\beta}$=.264. With considering these facts, both factors are effective for organizational commitment. Therefore, to improve organizational commitment, it pays systemized strategies and ever more proactive efforts. To strengthen the self leadership, it needs changes in cultural aspects of hospitals to enlarge accessibility to information and opportunities for education and to expand freedom in their responsibility. Great effort on changing in cultural aspects of hospital would, based on effective interrelationship with members, improve efficacies of organization and efficiency of management.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.7
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• pp.2475-2482
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• 2010

This study aimed to evaluate correlation between self-evaluation factors(satisfaction, linkage with major, suitability of management, verbal and non-verbal communication) and academic achievement of medical students according to introduction of explanation meeting in cadaveric dissection. The study was carried out that medical students(n=57) explained cadaveric structure to health allied sciences students and discussed with each other. Just after the meeting,, medical students filled out a questionnaire on impact of self-evaluation factors and communication. We analyzed these factors and their scores using frequency analysis, T-test and analysis of variance. Regardless of their gender, age, previous experience, the majority of the students gave high scores in all of self-evaluation factors. Among them, only verbal communication factor was closely related to their academic achievement(p<0.05). The verbal and non-verbal communication also had a high correlation of 0.673(p<0.01). The explanation meeting provided chance to learn further with positive attitude to medical students and motivated them academically. Additionally, they realized that communication skill played a key role in transmitting medical knowledge to others. Therefore, introduction of communication-based explanation meeting would be very useful tool in improving educational efficiency.