효과적인 대학 영어강의 운영을 위한 교수자 요구분석 및 지원방안

맹은경(Maeng, Unkyoung),한호(Han, Ho),김현옥(Kim, Hyeonok),김성완(Kim, Sungwan) 한국영어학학회 2011 영어학연구 Vol.17 No.3

The purpose of this study is to investigate the perception of instructors of higher education on conducting English mediated instruction (EMI). This study also analyzes the needs of EMI instructors and provides suggestions to manage English medium lectures more effectively. In addition, the study examines the associations of instructor variables such as age, major field, teaching experience, EMI experience, and English proficiency. Fifty EMI instructors participated in this study. A web-based survey was distributed and fifty EMI instructors responded to the questionnaires on EMI and background information. To analyze the data, descriptive frequencies and cross-tabulation analysis were used. The results of this study were as follows: First, the participants considered the globalization of higher education as the primary purpose of conducting English medium lectures. Although they had somewhat negative attitude toward the effect of EMI courses overall, 50% of them mentioned that EMI courses helped professors and students to improve their English ability. Second, the participants considered a fair course assessment as the most important factor in the success of implementing EMI. Third, the participants also felt some emotional burdens while conducting EMI courses. Fourth, the participants suggested that it is necessary to provide some incentives to EMI instructors and to run the EMI courses selectively.

초등교사의 영어교과서 선정기준에 대한 인식 및 활용

맹은경(Maeng, Unkyoung) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.4

The purpose of this study is to investigate the perception of primary teachers on the process and criteria of selecting government-authorized primary English textbooks. Specifically it identifies the process of selecting English textbooks and its problems, and analyzes and compares teachers’ perception on the evaluation area and standards that they used. 90 primary teachers participated in this study. A survey was conducted to collect the data. For the data analysis, multiple response, cross tabulation analysis, t-test and MANOVA were used. The results were as follows: First, teachers of the textbook selection committee used the general standards developed and distributed by Ministry of Education, Science, and Technology the most to select an English textbook for their school. Second, most of the general standards were perceived as important factors in selecting textbooks. However, the scores of perceived value on the selection criteria were higher than those of applied value. This perception was also affected by teachers’ variables such as gender and teaching experience. Third, lack of time to review and analyze the authorized English textbooks appeared to be the biggest problem.

제7차 중등 영어 교육과정에서 멀티미디어 적용 실태와 분석

맹은경(Maeng Unkyoung) 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.4

Secondary English Education in Korea is implemented according to the 7th National Curriculum. The 7th National English Curriculum pursues to achieve communicative competence considering individual differences. According to the research, using various multimedia in English education enhances English proficiency and allows effective individual-based learning. The purpose of this study is to investigate the implementation of applying multimedia in English education within the framework of the 7th National Curriculum. For this purpose, a questionnaire-based survey was conducted in 2005 with 145 secondary English teachers in Kyunggy Province. The results showed that multimedia was not integrated in English education effectively, and individual based-learning was not implemented effectively, either.

Listening Comprehension Strategies of EFL Learners: A Case Study of Three Korean Elementary Students

Unkyoung Maeng(맹은경) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.3

  This paper is a case study of the strategic behaviors of younger Korean students. Three Korean elementary students are examined in this study. An interview was used to collect retrospective verbal data on listening processes as well as listening strategies, and a listening strategy questionnaire was used to gather additional information regarding general listening strategic behaviors. A coded strategy report was tabulated, and the mean and percentage were used to render a strategy profile for each participant. The results of this study revealed that the participants, in most case, used all four groups of strategies: cognitive, compensation, metacognitive and affective strategies. However, they differed in their use of strategies within each group of strategies as well as in how often they used each type of strategies. The differences in the strategic behaviors were closely related to listening proficiency level, text difficulty and listening situation. A highly proficient participant used more strategies compared to less proficient participants. The highly proficient participant typically used top-down strategies more often. In contrast, the less proficient participants used bottom-up strategies more often. They typically relied heavily on familiar words and translation when they listened to a more difficult text. Cognitive strategies were reported the most in the interview and compensation strategies were marked as highest in the LSQ.

Do Primary Teachers Feel Anxiety When They Teach English?

Unkyoung Maeng(맹은경) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.2

  The purpose of this study is to investigate the correlation between foreign language teaching anxiety (FLTA) and language proficiency as well as other background variables. This study also investigates the sources of anxiety felt by Korean primary teachers in English language classrooms. 59 primary teachers participated in this study. The FLTAS and group interviews were used to collect the data. For the data analysis, point-biserial and Pearson correlation were used. Transcribed qualitative data are also used. The results showed the existence of a negative correlation between two sub-factors (fear of negative evaluation & lacking linguistic knowledge and fear of lacking teaching knowledge & classroom management) of anxiety and proficiency as well as a positive correlation between teaching experience and fear of negative evaluation and lacking linguistic knowledge. In addition, a negative correlation was found between proficiency and the variables of age, teaching experience, English teaching experience, and teacher training. Finally, four sources of anxiety were found: low proficiency, negative evaluation, lack of preparation, giving improper feedback.

초등학교 영어 서술형 평가에 대한 교사 인식 연구

김미영,맹은경,Kim. Mi Young,Maeng. Unkyoung 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2

The purpose of this study is to investigate the perception of primary teachers on essay type tests. More specifically this study investigates how essay type tests were conducted in primary English classes and how primary teachers perceive the effects and the problems of the tests. 104 primary teachers participated in this study. Questionnaires were used to collect the data and frequency, ANOVA, and chi-squared test were used to analyze the data. The results obtained were as followings: 1) Primary teachers recognized the necessity and effect of English essay type tests. This perception was associated with teacher variables(teaching experience and experience in essay type test item writing). 2) The type of test items was varied from school to school. 3) Teachers had most difficulties in developing valid questions for an essay type test and maintaining the reliability of scores.

The Effectiveness of Reading Instruction in Korean EFL Classrooms: A Meta-Analysis

Eun sil Bae,맹은경(Un kyoung Maeng) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.1

This study employs a quantitative meta-analysis to investigate the effectiveness of input- and output-focused reading instruction in Korean EFL classrooms and moderating variables on L2 learners' reading comprehension ability. Through an extensive search on electronic data bases, a total of 129 studies with 149 effect sizes (ESs) were collected, and their common ES was calculated based on Hedge' g with the software CMA ver. 2.2.056. The results of this study showed that output-focused reading instruction (OFRI) had a greater effect than input-focused reading instruction (IFRI). The difference of ESs between two types of reading instruction was especially larger at the elementary and secondary school levels. Among specific writing activities incorporated in OFRI, multiple output tasks followed by speaking activities were the most effective regardless of school levels. For single activity types, response writing and summarizing turned out to be the most effective activities for elementary school students and secondary and college students, respectively. Authentic materials were a significant moderator regardless of school levels. In addition, reading approaches and collaborative tasks had a statistically significant moderating effect at different school levels.

협동 학습이 L2 영어 학습에 미치는 영향: 메타 분석

이유주 ( Lee Yuju ),맹은경 ( Maeng Unkyoung ) 한국중등영어교육학회 2018 중등영어교육 Vol.11 No.4

This study aims to investigate an overall effect of cooperative learning (CL) on L2 learning by providing reliable common effect sizes. The study also examines moderating variables (grade levels, types of CL and instruction time) on language learning ability. For this purpose, a meta-analysis with the software CMA ver.3.3.070 was used. A total 53 primary studies were selected and 163 samples based on means were analyzed to compute the effect sizes. The major findings are as follows: 1) CL is effective to enhance the English ability of Korean L2 learners. The overall effect size is .544 indicating moderate effect size. More specifically the effect sizes of listening (ES=.658) and speaking (ES=.749) are relatively higher than those of writing (ES=.373) and reading (ES=.431). The effect size of attitude (ES=.904) is the highest and that of interest (ES=.624) and motivation (ES=.589) follows in order. 2) There is moderating effect between the types of CL. However, no moderating effect is shown between school levels and instructional time. The effect size of STL(Student Team Learning) and CP(Cooperative Project) is relatively higher than that of STL-CP.

협력 쓰기 지도가 초등학교 학생들의 쓰기 능력에 미치는 영향

최윤미(Choi, Yunmy),맹은경(Maeng, Unkyoung) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

The goal of this study is to investigate the effect of cooperative writing instruction on elementary students' writing ability. 12 elementary students were instructed to write in English for 10 weeks and their writing progress was observed and analyzed. Writing activities were conducted through the process-based writing using cooperative group learning structures. Questionnaires, observation sheets and notes, interview, journal writing, and video recording were used to collect the data and quantitative and qualitative data analyses were used. The results of the study were as follows: 1) Students began to understand a real reason for writing and write for their own purposes through active interaction among their group members. 2) Students' interest and confidence in writing enhanced through cooperative writing activities. 3) Students' vocabulary knowledge and their ability of organizing content were enhanced. 4) The enhancement of using metacognitive strategies was shown through self-check and feedback activities.

맞춤형 영어 프로그램에 대한 만학도 들의 인식 및 요구 분석

이금란(Lee Gum Lan),맹은경(Maeng Unkyong) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.22

본 연구의 목적은 학습 소수자인 만학도 들을 위한 영어 프로그램을 개발하고 교수학습 방안에 대한 방향성을 제시하고자 영어 프로그램에 대한 만학도 들의 인식 및 요구를 분석하는 것이다. 2018년 4월 16일부터 6월 8일까지의 기간 동안 설문과 반구조화된 면담을 실시하여 자료를 수집하고 기초통계 및 질적 자료 분석방법을 활용하여 결과를 분석하였다. 연구결과 첫째, 교양 영어학습의 만족도 및 읽기 학습시간이 낮게 나타났으며, 영어 듣기와 파닉스 학습에 대한 필요성이 높게 나타났다. 둘째, 만학도 학습자들에게는 고령 학습자의 여러 장애 요인들 중 성향적 장애요인과 가족 및 생계에 대한 책임감을 느끼는 심리 정서적 장애 요인이 두드러지게 나타났다. 셋째, 문화 및 실용적 내용의 수업구성, 소그룹 자기주도 학습 방식 선호, 교수매체 활용에 대한 부담감 고려, 시력 및 기억력 저하 등으로 이를 감안한 적합한 교재 개발의 필요성, 운영시간의 유연성 등의 다양한 요구를 발견할 수 있었다. 따라서 고령학습자의 영어성취도를 높이기 위해서는 이와 같은 만학도 들의 요구를 반영한 맞춤형 영어 프로그램이 개발될 필요가 있다. The purpose of this study is to investigate the needs of mature university students in a general English course and to propose suggestions for designing an effective English program for adult learners. Questionnaires and semi-structured interviews were conducted to collect the data from April 16, 2018 to June 8, 2018 and they were analyzed by using basic statistical and qualitative data analysis methods. The results of the study are as follows; 1) it has shown low satisfaction with the general English program, less studying hours in English reading, and high demands on English listening and Phonics learning. 2) The significant factors of learning difficulties have been appeared as psychological and emotional disturbance factors related to responsibilities for the family and livelihood of students and dispositional learning obstacles as the elderly university students. 3) Various needs related to teaching methods and organizing an English program have been found; incorporation of English culture and practical contents, preferences of self-directed learning and small group activities, consideration for psychological pressure to use teaching methodologies and its medium, flexibility in operating time, and necessity of developing appropriate textbooks considering the deterioration of sight and failure of memory of older learners. There is a need to develop a customized English program that reflects these needs to improve the English achievement of older learners.