한국 대학생들의 디지털 영어 학습 전략 사용에 관한 요인 분석

김규미(Kim. Gyoomi),배지영(Bae, Jiyoung) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.22

본 연구는 충청 소재 두 대학에 재학 중인 대학생들의 디지털 학습 전략 사용을 측정하기 위한 측정 도구에 중점을 두고 요인 분석을 실시하였다. 대학생들의 디지털 학습 환경에서의 영어 학습 전략은 어떠한 요인들로 구성되어 있는지를 분석하는 것이 본 연구의 초점이었다. 디지털 영어 학습 전략을 측정하고자 하는 도구는 Oxford(1990)의 SILL을 바탕으로 재구성하였고, 총 400명의 대학생들을 대상으로 2017년 2학기동안 디지털 학습 전략 설문조사를 실시하였으며, 탐색적 요인 분석을 활용하여 자료를 분석하였다. 본 연구의 결과는 기존의 선행 연구에서 비롯된 디지털 영어 학습 전략을 구분하는 7개의 하위 전략 요인들과 다른 유형의 전략 요인들로 분류되었으며 각 요인을 구성하는 문항들도 기존의 문항 구성과는 다른 양상을 보여주었다. 총 9개의 요인으로 나타났는데, 이 중 1개는 정의적 요인, 그리고 나머지 8개는 학습 전략 요인으로 재분류되었다. 9개의 디지털 영어 학습 전략 요인들의 상호관련성을 분석한 결과, 대부분의 전략 요인들은 통계적으로 유의미한 수준에서 서로 중간 크기 이상의 상관관계를 나타내었다. 이상의 결과를 바탕으로 본 연구에서 개발된 디지털 영어 학습 전략 측정 도구의 활용 방안을 제언하였다. 나아가 디지털 학습 환경에서 학습자가 적절한 양·질의 학습 전략을 사용할 수 있도록 전략 사용에 관한 교육적 훈련의 필요성을 제시하였다. The purpose of this study is to analyze the factors of the digital English learning strategies at two universities in Chungcheong province. The main concern of this study was to analyze what factors constitute the English learning strategies of college students in the digital learning environment. The measurement of digital English learning strategies was reconstructed based on Oxford s (1990) SILL. A total of 400college students were surveyed over the fall semester, 2017, and data were analyzed using exploratory factor analysis. The results of this study are classified into different types of strategic factors that distinguished the digital English learning strategies that originated from the previous studies. The items of each factor showed a different aspect from the existing question composition. There were nine factors in digital English learning strategy inventory, one of which was reclassified as a positive factor and the other eight as a learning strategy. As a result of analyzing the correlation among the new factors of digital English learning strategies, most factors showed more than medium levels of correlation at statistically significant level. Based on the above results, this study suggests the use of the inventory of digital English learning strategy measurement tool. Furthermore, the need for educational strategy training is also suggested in order to enable learners to use appropriate quantity and quality learning strategies in the digital learning environment.

한국 대학생의 영어 듣기 능력 신장을 위한 모바일기반 플립 러닝 모델의 적용과 효과

김규미(Kim, Gyoomi) 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.2

The aims of this study is to investigate the implementation of a flipped learning model and its effectiveness in an English listening class. The participants were 111 university students in TOEIC listening courses and divided into three groups; control group with no treatment (CON), paper-based flipped learning group (EXP-1), and mobile-assisted flipped learning group (EXP-2). Three consecutive listening tests and semi-structured interview were conducted to examine students’ listening skill improvement and their perceptions on mobile-assisted flipped learning. The results are as follows. First, the students of the CON and EXP-2 groups attained significantly high-level of listening ability than the EXP-1 group. Second, there was statistically significant interaction between different teaching methods and time flow, and the CON and EXP-2 groups showed gradual improvements while the EXP-1 group was rather less than beginning. Third, students in the EXP-2 group showed positive perceptions towards preparation tasks outside the classroom and constructive learning activities inside the classroom. Based on these findings, this study concluded that flipped learning model possibly offered great benefits for English listening classroom because it allowed students to have abundant language inputs beforehand and engage in collaborative learning activities in actual class time. Pedagogical implications and suggestions are presented.

한국 대학생 영어 학습자의 모바일기반 언어학습 환경 사용에 대한 영향 요인 분석

김규미 ( Kim Gyoomi ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.2

The purpose of this study was to investigate the factors that influenced the mobile-assisted language learning (MALL) environment. To do so, seven constructs which included personal factors (attitude, metacognition), social factors (subjective norm, interactivity), and cognitive factors (perceived usefulness, perceived ease, content reliability) were selected. A questionnaire was developed to measure the constructs of MALL. A total of 194 university students were surveyed in the spring semester of 2018, and data were analyzed using exploratory factor analysis. The results of data analysis were classified into five influencing factors, which were different from the ones originated by previous studies, and the question items of each factor also showed a different aspect from the original question composition of previous studies. As a result of analyzing the correlation among the new factors, all factors except subjective norms showed more than medium levels of positive correlations, and the correlation of each pair was statistically significant. This study suggests the instructional ways to utilize influencing factors of MALL and develop measurement tools as well as offers pedagogical implication for language teachers, students, and system designers.

온라인 수업 방식에 따른 영어 향상과 학습자 인식: 실시간 화상수업과 동영상수업 효과 비교

김규미 ( Kim,Gyoomi ),배지영 ( Bae¸ Jiyoung ) 글로벌영어교육학회 2021 Studies in English education Vol.26 No.3

This study aims to compare the effects of two different online teaching methods within university English classes during COVID-19: asynchronous video class vs. synchronous real-time class. To do so, 71 participants were divided into two groups; one performed asynchronous (ASYN) class using video lectures prepared and uploaded by the instructor, and the other performed synchronous (SYN) class in which they met with the instructor via Zoom, a video conferencing platform. The improvement of English reading ability was measured and compared with pre-mid-post tests, and learner perception was examined with a 5-point Likert scale questionnaire. The results revealed that the SYN group showed higher test scores than the ASYN group and gradually improved, which were statistically significant. In addition, the SYN group perceived online classes more positively than the ASYN group, and in particular, students in the SYN group gained higher scores of satisfaction and learning attitude. Based on comparisons of two online teaching methods, this study concluded that synchronous online classes using video conferencing platforms were effective as a teaching method that replaced classroom lectures in terms of interaction and a sense of reality. Pedagogical implications are discussed for online distance learning in the post-corona era.

초·중·고등학교 영어 읽기지문의 난이도와 연계성분석 연구 : 2015 개정 영어교과서를 중심으로

배지영(Bae, Jiyoung),김규미(Kim, Gyoomi) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

The purpose of the present study is to explore the difficulty and continuity analysis of the English reading passages in the elementary, middle and high school English textbooks of the 2015 Revised National Curriculum. The present study compared the continuity of 5th grade elementary school to 1st year high school English textbooks between grades. For this analysis, 60 English textbooks from elementary to high school were analyzed according to with eight indices from Coh-Metrix, which measured the quantifiable aspects of passages (i.e., the number of words, number of sentences, and average length of a single sentence) and the readability of the target reading texts. As a result of analyzing the three quantifiable elements of learning, it was found that most of the textbooks showed a significant difference and increased the amount of written input by grade from the 5th grade of elementary school to the 1st grade of high school. Additionally, the indicators corresponding to lexical diversity, syntactic complexity and readability showed that the textbooks for the higher grades had more complicated sentence structures and high readability scores. In conclusion, the large difference in difficulty of the English textbooks between grades, from elementary school to middle school and from the third grade of middle school to the first grade of high school, has implications for future curriculum and textbook development.