Towards an understanding of teachers’ mediation in English language teaching in the primary schools.

심규남 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.2

This small-scale study aims to investigate how primary teachers of English perceive their role as mediators with regard to English teaching. Thus, it examines the teachers’ current mediation principles and their perceived practice. This study also sets out to gain an in-depth understanding of further issues which emerged from the dissonance between the teachers’ beliefs and their perceived practice of mediation. In order to conduct the research, a mediation questionnaire was adopted from Williams and Burden (1997), and another open-ended questionnaire was constructed to obtain the qualitative data from 22 participants who are teachers of English and are in a Master’s degree program. The results of the study reveal that generally teachers hold and exercise their own beliefs regarding their role as mediators. However, they do not put some of their principles into practice. A number of significant factors were found to be responsible for this, these are: unfavorable teachers’ working conditions, dedication to the national curriculum, and their awareness of certain mediation principles. Some particular areas needing further investigation were identified in the last part of the study.

초등 영어 교육, 학교 그리고 아이들

심규남 한국교육과정평가원 1999 교육광장 Vol.3 No.-

An Analysis of Less-able Students’ Motivation in their English Learning in the Primary Schools

심규남 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.1

This small-scale study aims to analyze how less-able students in the primary schools perceive certain components of motivation with regard to their English language learning. Thus, it examines the less-able students’ current perception of their English language learning. In order to conduct this research, a close-ended questionnaire was adopted and quantitative data of 81 participants were obtained from ten primary schools; then factor analysis and multiple regression analysis were carried out. The results of the study reveal that generally there are two major components which have an effect on the participants’ motivation with respect to their English language learning: intrinsic motivation and parents. While having relatively low intrinsic motivation, the participants are generally encouraged to learn English in order to meet their parents’ expectations. A number of significant minor components were also found to be responsible for the participants’ motivation such as the participants’ self-efficacy and teachers. Tentative implications and recommendations for the development of the less-able students’ motivation regarding English language learning are discussed in the towards the end of the study.

An Investigation into Primary School English Teachers’ Awareness of Critical Classroom-based Assessment

심규남 한국중원언어학회 2013 언어학연구 Vol.0 No.28

The purpose of this study is to investigate the extent to which primary school teachers of English are aware of critical language assessment with reference to their assessment practice. For these purposes, the teachers’ usual approach of assessment was surveyed, and their thoughts and views on the principles of critical language assessment were analyzed. To conduct the study, a research tool consisting of some open-ended questions and some reading material-based paper work was administered to 19 teachers from 2 different city areas. The results indicate that generally teachers were familiar with the great part of the principles of critical language assessment although the term itself was new to them. Meanwhile there are a number of principles which were not supported by the participants: Obtaining student’s consent and handing over their inherited power to the students. Some areas needing further investigation were identified in the last part of the study.

Two Different Perceptions of the National Assessment of Educational Achievement of Primary English in Korea

심규남,이완기 서울교육대학교 초등교육연구원 2012 한국초등교육 Vol.23 No.4

This study aims to investigate how the stakeholders perceive the development and implementation of the National Assessment of Educational Achievement of Primary English (hereafter NAEAPE). This study also sets out to uncover, and to obtain in-depth understanding of the issues which emerged from the author's earlier work in 2011, which had investigated washback effect of NAEAPE on teachers’ beliefs and practices. Following a discussion of national curriculum of primary English and assessment policy, this study introduces the overall structure and implementation system of the NAEAPE. This study also examines a number of mainstream theories of language testing or assessment which are relevant to NAEAPE and considers how NAEAPE conforms to these theoretical principles. For this research, 691 students from 9 middle schools in 3 different cities participated in the study; they took the NAEAPE in July 2011 when they were in the 6th graders in the primary schools. 75 head teachers or deputy head teachers from 50 primary schools in the same areas took part in the study. In addition, 10 NAEAPE item writers joined the research. Regarding research instrument, 3 questionnaires were developed; the questionnaire for the students consisted of close-ended questions, but the questionnaires for head teachers and test developers were comprised of both closed and open-ended questions. Analysis of the quantitative data was carried out using SPSS (15.0 for Windows) and the qualitative data were analyzed through classification and listing. The results of the study are as follows: First, generally all the stakeholders hold their own firm beliefs regarding the NAEAPE; two-thirds of all the participants accepted that the NAEAPE was worthy of implementation. However there are still a considerable number of respondents who regarded the test as unnecessary. Second, contrary to the expectation, the impact of the test was not very big. Also the test had more influence on what teachers did

A Model of Robot-Assisted Assessment of Primary School Students’ English Speaking

심규남,민덕기,이승민 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

This small-scale study aims to try out if an educational robot can be used as an interlocutor in the formative speaking assessment in the primary English learning classrooms. Also it aims to investigate if it could affect the learners’ emotional factors such as motivation and confidence. For these purposes, firstly, a number of theoretical issues were investigated: Difficulties of speaking assessment, principles of speaking assessment, and robot technology; secondly, the educational standards of speaking skills prescribed in the national curriculum were examined. Through which, a model of robot-assisted speaking assessment was developed and applied to the primary school students. In addition, a questionnaire survey and an interview were conducted to 13 students for the purpose of obtaining the quantitative and qualitative data regarding their emotional responses to the assessment. The results indicate that the model of robot-assisted assessment might be put into assessment practice. There are, however, still some obstacles which need to be addressed. First, the robot should be equipped with some more high-technologies such as space and voice recognition for human-robot-interaction(HRI). Second, it should also be equipped with a number of programs such as text-to-speech(TTS), speech-to-text(STT), radio-frequency identification(RFID), and tele-presents in order to allow robots to communicate with the students. Lastly, item pool of speaking assessment should be developed thought which, the teachers could access it without any difficulties. Finally, a pedagogical implication is presented based on the research results.

AI 챗봇 매개 초등영어 과정중심 평가 과업의 개발 및 적용

심규남,송은주,추성엽,권해경,민덕기 한국영어평가학회 2020 영어평가 Vol.15 No.1

The purpose of this study aims to develop AI mediated assessment tasks and put them into primary English teaching practice. Taking into account the teaching and assessment context of primary English teaching, and also the mainstream theories of process-oriented assessment, a model of AI chatbot mediated process-oriented assessment was developed. To conduct the research, five task types were selected; in line with this, AI chatbots were developed two times. After that, the chatbots were applied to primary English classes. According to the results of the study, the AI chatbots were operated properly after correcting operation errors that occurred at the first trial. The interaction between the chatbot and the students played a role as scaffolding, which could make the students progress in addressing the tasks; through this, especially some underachievers improved their English communication skills. However, there are still some issues that need to be addressed, such as designing AI chatbot tasks according to the English levels of the students as well as providing the teachers with in-service education programs regarding the chatbot platforms. Other issues needing further investigation were identified in the last part of the study.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

심규남 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers’ usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.

석고법에 의한 인체모형 제작 -치수검정을 중심으로-

심규남,오지영,Shim, Kue-Nam,Oh, Ji-Young 한국의류산업학회 1999 한국의류산업학회지 Vol.1 No.2

The purpose of this study was to manufacturing of personal dress form by replica method for draping. The objects were physical body and personal dress form of their torso somatotype. Comparing the measurements of Martin method and of sliding gauge method to examine the fitness of dress form. Dress form was found bigger than physical body. This was due to the transformation in processing that wrap a Suck-Go bandage and pack a polyurethane foam. On the basis of the result, manufacturing of personal dress form and foundation by draping, it was wearing done test on the physical body, through the procedure that investigate the possibility of usage and the manufacture of personal dress form.

듣기·말하기 평가

심규남,권희주 한국초등영어교육학회 2012 KAPEE Summer Workshop Vol.2012 No.-