• International Journal of Contents
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• v.12 no.2
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• pp.66-74
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• 2016

In recent years, studies have emerged highlighting the role of social networking services in the English as a foreign language context of Korea, particularly for teaching and learning, but none examine the role of Facebook in enhancing communities of practice. Therefore, this study undertakes such an endeavor on a Korea-based language teacher organization Facebook group. Social networking analysis came to reveal a group consisting of largely non-engaged members, with several key users successfully bridging the network and promoting engagement and interaction via commenting. Although the most viral posts were disproportionately organizational, professional development clearly emerges as the largest concern for active members. Ultimately, it will be critical for increasing success of the group as a social networking service to establish a means of further engaging all members, including those on the network periphery. To fully meet organizational goals, it will be imperative for key actors to be used increasingly proactively.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.77-81
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• 2021

The article is devoted to the consideration of the methodological and general theoretical foundations of a rational methodology for teaching foreign language communicative competence of students of a non-linguistic university. The analysis of the vectors of research of problems of increasing the efficiency of the process of mastering foreign language communicative competence of non-linguistic students is presented. As a methodological basis for a rational methodology for teaching a foreign language communicative competence, the key aspects of the philosophy of rationality are considered, the basic principles of a rational methodology are formulated, linguo-didactic means of its implementation are determined, indicators of rationality are identified.

• Educational Technology International
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• v.10 no.1
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• pp.59-78
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• 2009

Language Capital is one of the most important academic abilities and competencies for new era of globalization worldwide. In Europe and Asia where English is not the native language, it is necessary to encourage higher education to improve language competency from both qualitative and quantitative aspects. In so far as online university concerned, it appears of significance to prepare for globalization from the perspective of cross border education, and it needs to focus on how to design and develop English-medium teaching (EMT) or in other words English mediated instruction(EMI) for both teachers and students. In order to provide supportive programs of English-mediated class for teachers and students, the study examined and analyzed what abilities are needed for teachers based on DACUUM approach, suggesting teachers' competency as well as strategies for online- EMT. Based on literature review, DACUUM analysis, focus group interview with teachers and students who experienced online EMT, online programs supporting both teachers and students for online EMI were developed. This program expects to play roles of practical guidelines and reference for both teachers and students online in an extension of language capital improvement.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.293-312
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• 2011

Many immersion programs have been established and managed throughout Korea in recent years in schools, English villages and camps. Research on the effects of various programs has been reported with focus on the program types or the benefits and learning outcomes for the participants. The purpose of this study is to find out the effects of participation at English camp as a teaching assistant by comparing some factors such as competence, English abilities, and connection to current studies/career before and after camp experience. The results show that all 17 competence rates rose with 'crisis management' showing prominent change. Also, the camp experience provides opportunity for improving English Test scores, conversational skills, teaching skills, and mostly language confidence. Lastly, the camp helped in setting career goals and was helpful in the preparation process of job seeking. Most of the subjects, the teaching assistants at camp, replied that the impact of camp experience is useful in current studies/career. In conclusion, the experience as camp teaching assistant is valuable in many aspects.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.17-28
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• 2000

Recently speech technologies have shown notable advancements and they now play major roles in computer-aided language learning systems. In the current paper, use of speech recognition technologies is viewed with our system for teaching English pronunciation to Japanese speakers.

• Journal of Korean language education
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• v.28 no.1
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• pp.113-139
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• 2017

Since the enactment of the "Framework Act on the Korean Language (herein after "Act ), researchers have focused their studies on measuring whether the Act played a huge role in providing Korean education. This can be confirmed by many, that the Act has indeed played a huge part in providing Korean language education. However, little attention was given to the validity of the education curriculum for prospective Korean language teachers as provided by the Act. Therefore, this survey has been conducted to provide an insight to teachers' perception of the Korean language curriculum for prospective teachers and will test whether such perception meets the standards in which the Act has been enacted. In this survey, we have received response on the importance of each domain and subject in the areas of Korean language education as viewed by the Korean language teachers. The results revealed the importance in the following order: Teaching Practice, Korean Linguistics, Korean Educational Linguistics, General Linguistics, and Korean Culture. These results strongly suggest that there is a need for the current curriculum, laid out by the Act, to be reconsidered to stress different levels of importance and time assignment for each category. The survey analysis shows the disparity in importance within the curriculum between the Act and the views in which the Korean language teachers perceive Korean language education. While further research is needed to confirm the analysis of this survey, this area of research will be instrumental in determining the suggestive shapes of the curriculum governed by the Act in the years to come.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.159-183
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• 2006

The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.

• Journal of Korean language education
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• v.25 no.1
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• pp.203-234
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• 2014

This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing 'comprehensible output' that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers' feedback on errors provides them with the opportunity to learn about common errors as well as their own errors.

• 제어로봇시스템학회:학술대회논문집
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• 2005.06a
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• pp.119-122
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• 2005

Lego company created a set called Robotic Invention System as a kind of Mindstorm set. This system helps to understand the technology of both robot and programming language. It also improves creativeness by building and controlling the robot we make. This paper will introduce basic idea of controlling the RCX(Programmable Lego Block) in C language. Also, this paper will show different idea of teaching C language by using other types of robots.

• SUVANNABHUMI
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• v.8 no.2
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• pp.161-176
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• 2016

This paper discusses how the concept of "bilingualism" can be used to reflect changes within Bruneian society since the 1940's. It argues that within the context of a linguistically diverse population, the various indigenous groups of Brunei used to speak their own traditional languages, but eventually learned to speak the language of the politically dominant Malays. The Malay language became a necessary additional language, hence leading to a population which could speak their own languages, alongside the Malay language. But the rise of schools teaching in English in the 1970's began to sow seeds of a different kind of bilingualism, encouraged by language shift processes among ethnic minority groups.