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RISS 인기검색어
- 검색키워드
- 저자 : Walter Foreman (검색결과 2 건)
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Walter Foreman,Soojeong Lee,Myeongseok Ko,Sangchul Bae,Sanghoon Han 한국산학기술학회 2012 SmartCR Vol.2 No.5
The purpose of this study was to determine the effect of an educational game with a situated learning strategy on the writing abilities of Korean elementary school students. With regard to writing abilities, this study focuses on the accuracy and fluency of English writing. Two research questions in this study are as follows: 1) Is there a significant difference in the English writing accuracy between an educational game group with a situated learning strategy and one without it? 2) Is there a significant difference in the English writing fluency between an educational game group with a situated learning strategy and one without it? This study used quantitative methods to evaluate the use of situated and non-situated learning strategies with an educational game. The research findings are as follows: First, there was no statistically significant difference between the experimental and control groups in the English writing accuracy test. Second, there was a statistically significant difference between the experimental and the control groups in the English writing fluency test. In sum, when an educational game is more situated, it can increase English writing fluency in elementary English writing. Thus, an educational game in elementary English with a situated learning strategy offers benefits for the growth of English writing fluency.
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Attitudes of Learners, NESTs, & Korean NNESTs toward Teaching English in English (TEE) in Korea
Walter Foreman,민찬규 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.2
This paper analyzes the attitudes of primary school and secondary school Korean non-native English-speaking teachers (K-NNESTs), native English-speaking teachers (NESTs), and Korean learners of English toward the Korean government’s Teaching English in English (TEE) policy. Specifically, this paper seeks to find which type of instruction is most preferred among all respondents. In addition, this paper seeks to ascertain what obstacles impede the use of English as the language of instruction in English classrooms in Korea and to make recommendations as to how to overcome these obstacles. A total of 139 teachers and 705 learners responded to a paper-based questionnaire concerning their attitudes toward TEE and any difficulties they encountered in its use. Team teaching between K-NNESTs and NESTs was reported by all three groups of respondents to be the most preferred method of English instruction in Korea. From the teachers’ perspective, the language barrier was reported to be the biggest obstacle, however nearly 80% of learners self-reported that they understood at least 50% and up to 100% of English lessons given in English. This finding prompted the conclusion that language alone cannot be the largest obstacle toward TEE in Korea; therefore, training both K-NNESTs and NESTs in effective team-teaching techniques is required. In addition, the students themselves must be trained or at least briefed on what is expected of them in team-taught classrooms.
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