• English Language & Literature Teaching
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• v.15 no.3
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• Korean Journal of Human Ecology
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• v.13 no.2
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• pp.215-224
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• 2004

The purpose of this article was to describe the effectiveness of group filial therapy program for undergraduate students in the period of their pre-parenthood. The goal was to enhance empathy in adult-child interaction, to facilitate students' sensitivity to the child, and to reduce children's behavioral problems. The program was implemented once a week for 8 weeks. Each session was implemented for 120 minutes. The subjects were 13 undergraduate students(22-24 years old) and 13 children(4-10 years old). Pre and post-tests were implemented. After 8 week intervention program, there were significant differences between pre and post-tests. The undergraduate students improved in their empathy in adult-child interaction and enhanced sensitivity to child.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.167-176
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• 2004

Due to the development of information communication technology, educational environment has undergone much change and various types of teaching and learning methods based on information communication technology has been suggested. Recently, remote education using the internet are also spreading. However, in current classrooms, students are asked to do an teacher-centered assignment, which they are required to collect and report some information using the internet. This method does not help students use the advantages of learning using the internet, which stimulate students-students interaction and teacher-students interaction.Thus, this study focused on the problem-based learning system based on video communication technology. The researcher designed the problem-based learning system based on video communication technology and applied the system to classes at elementary school. The results were analyzed in terms of students-students interaction and teacher-students interaction in the internet. This research found that the problem-based learning system stimulates teacher and students communication and has positive effects on students' attitude and interest in learning. This research proposes that the traditional teacher-centered teaching method can be supplemented with cyber space learning, which has the merit of problem-based learning model.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.557-566
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• 2022

This study analyzed paired middle school students' verbal and physical interactions in small group learning using augmented reality. Twelve 8th graders were paired to take classes of solubility and melting/boiling points based on augmented reality. These classes were videotaped and recorded. After the classes, all the students participated in a semi-structured interview. The results were analyzed in three sections; individual statement units of verbal interaction, interaction units of verbal interaction and physical interaction. In the individual statement units of verbal interaction, the proportion of information question/explanation was found to be high. In the interaction units of verbal interaction, the proportion of simple interaction was the highest, followed by elaborated interaction. Beneath the elaborate interaction, the proportion of cumulative interaction was found to be the highest, followed by reformative interaction. In the physical interaction, writing a worksheet and gazing at a virtual object were higher. On the basis of the results, effective ways to form a proper environment in small group learning using augmented reality are discussed.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.32-41
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• 2022

The purpose of this study was in a pandemic situation caused by COVID-19 to explore the online distance experiments and interaction of engineering freshmen, and to identify practical difficulties, resulting in to derive implications. Seven freshmen from engineering college participated in the interview, of which data were analyzed based on phenomenological analysis methods. The types of non-face-to-face experiments experienced by students were complete non-face-to-face experiment, mixed face-to-face experiment, and fusion face-to-face experiment. Students were completely isolated in time and space in complete non-face-to-face experiment. In biweekly mixed face-to-face experiment, isolation was halved. In fusion face-to-face experiment, isolation was removed. Non-face-to-face interactions can be characterized by restrictions on simultaneous activities, on rapport formation, and on observation opportunities. Based on these results, three implications were derived: First, it is necessary to allow students to manage time and space constraints on their own in non-face-to-face experiments. Second, support is needed to solve the difficulty of forming rapport, which is a characteristic of non-face-to-face interaction. Third, an opportunity to observe the interaction between other students and professors should be provided.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.1-31
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• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• Research in Community and Public Health Nursing
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• v.17 no.2
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• pp.223-234
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• 2006

Purpose: This study was conducted to identify the effects of sexual health education guided by dramaturgical interaction on condom attitudes and intention to use a condom among undergraduate students. Method: Seventy-one female and 23 male volunteers at a university in D metropolitan city participated in the study with an one group pretest-posttest design. The intervention was implemented for five weeks in October 2003 with a short course including group works to encourage university students' social skills In condom use negotiations and condom purchase by using a dramaturgical interaction model. A confidential questionnaire was administered at baseline and post-intervention, and changes in condom attitudes and intention to use a condom were measured. Result: The self-report of female subjects showed significant positive changes in two out of the five condom attitudes domains, such assailability and effectiveness(p<.001) embarrassment about negotiation and use(p<.05), while male subjects showed no change in each of the condom attitudes domains. No significant difference was found in intention to use a condom after the intervention. Conclusion: Sexual health education planned to encourage social skills in condom use by using the dramaturgical interaction model was found to have positive effects on female university students' condom attitudes. A more rigorously designed trial is needed to develop a comprehensive sexual health promotion programme that targets both cognitive and behavioral changes among sexually active Young adults within community.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.