Design-Thinking Framed EFL Autonomous Learning Through Interactive e-Journaling

Kang,Namhee 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.1

This study purports to reveal a design-thinking (DT) framed autonomous English learning model for EFL learners. Thirty-one Korean university students underwent the DT process (empathize, define, ideate, prototype, test) right after their mid-term until the end of the semester, for eight weeks. The model utilized weekly student journals as an implementation of their ideas (prototypes) for five weeks, describing what they did to enjoy and learn English autonomously. The journals were written on Google Docs and shared in class, which gave them ample opportunities to learn from their classmates’ learning strategies, feel competence, and achieve relatedness. Speaking samples, journals, a post-questionnaire, and interviews were analyzed. Pre- and postspeaking proficiency tests showed a slight but statistically insignificant increase. However, they perceived that their English proficiency improved according to their Define stage and post-questionnaire results. Also, the analysis of their journals and one-on-one interviews displayed that they were mostly exposed themselves to audiovisual materials such as films, music, TV dramas, TV shows on YouTube, Netflix, or TED, considered the instructor’s and classmates’ interaction and the ejournals worth sharing and were continuously motivated to learn autonomously. Overall, it seems their perspectives toward English changed from it being a “study subject” to “fun.”

The Effectiveness and Perceptions of Wiki-based English Process Writing Project

( Namhee Kang ) 한국멀티미디어언어교육학회 2021 멀티미디어 언어교육 Vol.24 No.1

This study investigates the effects of a wiki-based collaborative writing project conducted by 71 Korean university students taking an ESP nursing course. To offset wiki’s downfall - namely, lack of real communication - one treatment group had in-class face-to-face discussion slots. To analyze the effects of the learning model, students’ writing samples, logs, and a post-questionnaire were analyzed. The results illustrated that the writing proficiency of both groups was enhanced, especially significant difference in mechanics (experimental) and better language use (control). The wiki provided an ideal educational environment for collaboration, as the writing processed supported step-by-step interaction. This framework promoted collaborative peer-to-peer feedback, which built up a sense of community and allowed the students to self-reflect. In turn, this led to satisfaction with the project and improved the overall quality of writings. In-class face-to-face discussion contributed to more positive attitudes about the project in general in the treatment group - it activated interaction and encouraged students to get more engaged. It also prompted them to keep track of each stage of writing, in addition to reducing their burden of arranging out-of-class meetings. Similarly, the control group appeared to be more accountable for their engagement on the wiki.

Effectiveness of Collocation Learning Through a Web-Concordancer in a Korean EFL University Course

( Namhee Kang ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.1

This study aims to explore an effective learning and teaching collocation model for lower-level EFL learners in a general English course integrating two approaches: deductive and inductive data-driven learning. Twenty-four Korean university students were exposed to deductive collocation learning in class and then submitted inductive collocation assignments for one semester. A treatment group did the assignments through Corpus of Contemporary American English (COCA) and a control group through their own resources. Both groups' five writings were illustrated that lexical collocations outnumbered grammatical collocations and the treatment group wrote more collocations that increased gradually in a series of the writings. Also, a pre- and a post-TOEIC scores implicated the collocation learning model was statistically meaningful toward general English proficiency. However, assignment tools didn't tell statistically significant differences presumably because of pre-exposed collocation learning in class and collocation-based online dictionaries that most control group referred to. Student logs, a survey, and interviews showed the model motivated self-regulated learning, exposure to diverse contexts, full comprehension of contexts based on part of speech. Especially, the treatment group took an advantage of authentic and colloquial contexts, but lack of them seemed to cause the control group not to keep motivating their learning in the end.

Promoting EFL Learners’ Proficiency and Motivation via Google Jamboard-based Autonomous Knowledge Sharing

Kang Namhee 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.4

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate–high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to self-study, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation.

공유수면의 개념과 법 적용의 문제 - 내륙 공유수면을 중심으로-

강남희(Namhee Kang),정명국(Myeongguk Jeong),심승혜(Seunghye Sim) 한국해양환경·에너지학회 2023 한국해양환경·에너지학회 학술대회논문집 Vol.2023 No.05

균질 및 비균질 산화에 따른 Mn(II) 이온의 제거

강남희(Namhee Kang),정훈영(Hoon Young Jeong) 대한지질학회 2015 대한지질학회 학술대회 Vol.2015 No.10

Effectiveness of Corpus-based Collocation Awareness in an EFL TOEIC Course

강남희(Kang Namhee) 한국문화융합학회 2021 문화와 융합 Vol.43 No.2

코퍼스에 기반한 동의어 연어 학습에 대한 의식을 향상시키고자 교수학습모형을 설계하였고토익을 다루는 대학 1학년 필수 영어 과목에 적용하였다. 연어 어휘 수업은 실험반과 통제반에공통 적용하였고 복습 활동으로 제공한 연어 그룹 활동은 실험반에서 진행하였다. 6주간의 연어학습 후, 두 반 모두 일반영어실력에서 유의미한 향상을 나타냈는데 실험반은 LC와 RC에서, 통제반은 LC에서 유의미한 성취를 나타났다. 어휘 학습 스타일에서도 긍정적인 변화를 나타났는데, 문맥을 통한 어휘학습(실험반, 통제반)과 연어 어휘학습(실험반)의 증가였다. 더불어, 어휘(실험반, 통제반), 말하기(실험반), 그리고 문법 능력(통제반)에 대한 어려움이 다소 감소하였다. 실험반 대상 설문조사 결과 학습자들은 연어 학습이 어휘 학습, 의미 및 사용에 도움이 된다는 것을인식했다. 상당한 양의 텍스트 때문에 코퍼스가 낯설었음에도 불구하고, 학생들은 코퍼스 활용을더 일찍 배웠더라면 영어 학습과 토익점수향상에 도움이 되었을 것으로 예상했다. 동의어 연어학습과 복습 활동은 학습자들에게 어휘 학습 시 연어와 문맥에서의 어휘 학습이 중요함을 인식시키는 계기가 되었다. Synonymous collocation learning based on the corpus with a consciousness -raising technique was designed and implemented in the college first-year English mandatory course covering TOEIC preparatory questions. Both the treatment and control groups had collocation learning, and only the treatment group participated in collocation group activities. After six-week collocation learning, the general English proficiency of both groups significantly increased. Specifically, the treatment group showed meaningful improvement in RCandLC , and the control group showed improvement in LC. Vocabulary learning styles positively changed to learning vocabulary in context (treatment, control) and collocations (treatment). In addition, difficulties in vocabulary skills (treatment, control), speaking (treatment), and grammar (control) were reduced. The treatment group perceived that the collocation learning was helpful for their vocabulary learning, meaning, and usage. Despite unfamiliarity with the corpus due to the tremendous amount of text and no L1 interpretations, the students agreed that corpus use would have helped in English learning and TOEIC if they had learned it earlier. The current research model played a role in increasing awareness of the importance of collocation learning in context.

플립러닝을 활용한 간호영어(ESP) 수업 사례 연구

강남희(Kang, Namhee) 한국문화융합학회 2017 문화와 융합 Vol.39 No.5

This paper is designed to map out an effective ENP(English for Nursing Purpose) learning and teaching model in EFL setting in Korea. Drawing on previous studies on ENP, heavy emphasis was given to set up student-centered vocabulary and communicative activities of which goals are best achievable in the framework of Flipped Learning. After 16 weeks 59 nursing students’ medical vocabulary proficiency was enhanced and statistically significant but not the normal vocabulary. It showed that the ENP course was specific and purposeful. The 42 students’ survey responses illustrated all five components were significantly correlated and Cognitive Presence was at the center of the relationships with the other domains. Teaching Presence played a vital role in making the activities successful which lead to facilitate learner- controlled and regulated learning (Learner Presence) and encourage social interaction (Social Presence). Technology Use also came in handy for accessing mobile learning environment. However, this model also reveled a few flaws such as assignment burden and technical problems as previous studies, which should be reconsidered for future study. 본 연구는 ENP 선행연구들을 토대로 어휘와 의사소통 중심 활동을 수업 설계의 중심에 두고 플립러닝을 도입하여 교수학습모형 설계를 하고 수업에 적용을 한 뒤 결과를 논의하였다. 첫째, 플립러닝을 기반으로 한 ENP 수업은 어휘 중심의 예습과 어휘 기반 의사소통 활동들을 통해 전공 어휘를 학습하는데 매우 긍정적인 교육적 효과를 나타냈다. 둘째, 플립러닝 ENP 수업에 대한 학습자들의 설문결과는 만족도와 다섯 가지 요인인 인지 과정, 상호작용, 자기 주도 학습, 기술 사용, 교수자의 역할에서 모두 긍정적인 결과를 나타냈다. 셋째, 의사소통 활동은 고차원적인 사고를 유도하는 활동으로 설계하였는데 인지 과정 요인에 교수자가 조력자로서 중요한 역할을 수행했음을 시사했고 학습자의 상호작용과 자기 주도 학습을 유도하는데에도 강한 양적 상관관계가 있음을 나타냈다. 기술을 사용한 모바일 학습 환경 또한 손쉬운 학습으로의 접근을 허용해 줌으로써 다른 요인들과 강한 양적 상관관계를 나타냈다. 넷째, 예견이 가능한 수업은 EFL학습자가 가질 수 있는 불안감과 긴장감을 낮추게 해 주었고 준비된 학습자로 참여를 조장하였다. 그러나 예습 과제에 대한 부담감을 낮출 필요가 있고 기술적인 오류를 줄여야 하며 지식이 해박한 소수 상위 학습자를 수업에 적절히 활용하는 방안을 고려해야할 것이다.

지화학적 인자에 따른 +2가 철 이온의 산화에 대한 속도 모델링

강정천(Jungchun Kang),강남희(Namhee Kang),정훈영(Hoon Y. Jeong) 대한지질학회 2013 대한지질학회 학술대회 Vol.2013 No.10

Current Status, Challenges, Policies, and Bioethics of Biobanks

Kang, Byunghak,Park, Jaesun,Cho, Sangyun,Lee, Meehee,Kim, Namhee,Min, Haesook,Lee, Sooyoun,Park, Ok,Han, Bokghee Korea Genome Organization 2013 Genomics & informatics Vol.11 No.4

Many biobanks were established as biorepositories for biomedical research, and a number of biobanks were founded in the 1990s. The main aim of the biobank is to store and to maintain biomaterials for studying chronic disease, identifying risk factors of specific diseases, and applying personalized drug therapies. This report provides a review of biobanks, including Korean biobanks and an analysis of sample volumes, regulations, policies, and ethical issues of the biobank. Until now, the top 6 countries according to the number of large-scale biobanks are the United Kingdom, United States, Sweden, France, the Netherlands, and Italy, and there is one major National Biobank of Korea (NBK) and 17 regional biobanks in Korea. Many countries have regulations and guidelines for the biobanks, and the importance of good management of biobanks is increasing. Meanwhile, according to a first survey of 456 biobank managers in the United States, biobankers are concerned with the underuse of the samples in their repositories, which need to be advertised for researchers. Korea Biobank Network (KBN) project phase II (2013-2015) was also planned for the promotion to use biospecimens in the KBN. The KBN is continuously introducing for researchers to use biospecimens in the biobank. An accreditation process can also be introduced for biobanks to harmonize collections and encourage use of biospecimens in the biobanks. KBN is preparing an on-line application system for the distribution of biospecimens and a biobank accreditation program and is trying to harmonize the biobanks.