소집단 구성 방법이 초등학교 영어학습의 효과에 미치는 영향

민찬규(Min Chan-Kyoo),이인수(Lee In-Su) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.1

  The purpose of this study is to examine the effectiveness of grouping between the same performance abilities and the different performance abilities. To achieve this purpose, the interests, confidence, comprehension, and participation of 76 6th grade students were measured with questionnaires, learner"s self-evaluation, the teacher"s observation and interview. The study finds out that (1) learner"s interests toward English learning were higher in the different performance ability group than in the same performance group; (2) learner"s active participation toward English learning was higher in the different performance ability group than in the same performance group; (3) the comprehension was enhanced when the groups were divided by the different performance abilities; and (4) in the same performance ability group took part in communicative activities with more confidence. These results suggest that the different performance ability grouping is useful to motivate students and give them opportunities to use English in the Elementary school.

협동학습을 활용한 고등학교 영어 쓰기 지도 효과

민찬규(Min Chan-Kyoo),김보경(Kim Bo-Kyeong) 한국영어어문교육학회 2006 영어어문교육 Vol.12 No.4

  This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners" writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students" writing scores, and the other was composed of heterogeneous small groups, again based on the students" writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners" interest and increase their self-confidence; however, the results did not show any significant differences in learners" affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners" grouping preference was not affected by the grouping method.

웹 기반 과제를 활용한 중학교 영어 쓰기 학습 효과

민찬규 ( Chan Kyoo Min ),강미라 ( Mi Ra Kang ) 글로벌영어교육학회(구 호남영어교육학회) 2006 Studies in English education Vol.11 No.1

He purpose of this study is to investigate the effectiveness of writing instruction using web-based writing tasks. All of the writing tasks are based on the middle school second grade English textbooks. Fifty-six middle school second grade students participated in this study. Experimental study was conducted in a multimedia classroom. The major results of the study were as follows: First of all, the experimental group appeared to have improved overall scores from pre-test to the post-test. Specifically, the scores of the experimental group showed a positive effect on all the writing aspects such as grammar, vocabulary and mechanics. In addition, using and authoring web-based writing learning tasks had a positive effect on the students` affective factors. This results indicate that writing tasks which consisted of games and quiz style tasks helped students develop confidence, interest, and improve their attitude towards English writing and write better. Based on these results, writing instruction using and authorizing web-based tasks are more effective in cognitive and affective aspects than the use of traditional writing learning methods.

의미 단위 중심 어휘 학습이 초등학생의 영어 학습에 미치는 효과

민찬규(Min Chan-Kyoo),손은일(Son Eun-Il) 한국영어교과교육학회 2005 영어교과교육 Vol.4 No.2

  The purpose of this experimental study is to investigate the effects of vocabulary instruction with a focus on a meaningful chunk to elementary school students. A new teaching model was developed to implement vocabulary-focused English instruction. Thirty eight students of Grade 6 participated in the experiment lessons for thirty two hours. Data were collected to examine how much learners are motivated with English learning when they are provided with a meaningful chunk instead of discrete words. This study also tries to explore how much the instruction of meaningful chunks is helpful for learners to improve their oral productive ability. A qualitative as well as a quantitative analysis were conducted with the data extracted from questionnaires, students" self-evaluation, and pre- and post-test assessing students" speaking ability. This study concluded that the approach of meaningful chunk instruction improved learners" interest, participation, and confidence in English lesson. The approach was also proved to be helpful to develop learners" productive ability in English.

협력 학습을 활용한 영어 쓰기 교육의 효과

민찬규(Min Chan-Kyu),김미영(Kim Mi-Young) 한국영어교과교육학회 2004 영어교과교육 Vol.3 No.1

  This study was designed to investigate how the collaborative approach helped Korean EFL students improve their writing ability as well as their affective attitudes toward writing. Four writing tasks were assigned to 69 female high school students. To produce group composition, student participation were encouraged in various collaborative activities with mind-mapping, writing the draft, commenting and peer reviewing. For data analysis, student writings were evaluated with a holistic scoring method. The results were discussed according to three levels of learner"s writing ability. The information on learner"s affective factors were collected and analyzed with a questionnaire before and after the treatment. In addition, a conference between the teacher and the student was also conducted to collect additional information for more effective application of the collaborative approach to the Korean EFL writing class.

미래지향적 영어 수업에 대한 교사 인식 조사 연구

민찬규(Chan Kyoo Min) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.3

목적 본 연구는 전국의 초, 중등 영어 교사를 대상으로 미래사회를 대비한 학교 영어 수업이 나아가 갈 방향을 살펴보고 교사들이 어떤 준비를 해야 할 것인지 알아보고자 하였다. 방법 전국의 초, 중등 현직 교사를 대상으로 2021년 10월 20일부터 23일까지 전자 방식으로 설문을 실시하였다. 설문 구성은 기본 정보를 알아보는 2문항과 미래지향적 영어 수업과 관련하여 수업 목표, 수업 내용 및 수업 방법, 교사 전문성 및 역할, 그리고 선제 조건 등에 관해 묻는 9개 문항 등 모두 11개 문항으로 구성되었다. 설문 분석은 응답 수와 백분율로 나타내어 응답의 경향을 알아보고자 하였다. 결과 첫째, 미래지향적 학교 영어교육은 현행 학교 수업에서 목표로 삼고 있는 학습자의 영어 지식이나 사용 능력 함양뿐 아니라 국제적 감각이나 다양한 영역 정보 및 지식 습득을 위한 영어 능력 함양 등을 중요한 목표로 보고 있었다. 둘째, 수업 방식은 온라인과 오프라인이 합쳐진 블렌디드 수업 방식을 선호하고 있었지만, 이 두 수업 방식을 어느 비율로 활용할지에 대해서는 교사 간 의견이 나뉘었다. 셋째, 미래지향적 영어 수업을 이끌 교사가 가져야 할 전문성으로는 효과적인 수업 설계 능력과 수업 운영의 유연성, 신과학기술 활용 능력 등을 중요하게 꼽고 있었다. 마지막으로 교사들은 미래지향적 영어 수업에서도 학습자의 수업 참여가 가장 중요하다고 생각하고 있었다. 결론 미래지향적 영어 수업이 학교 현장에 정착되기 위해서는 교육 정책 당국이나 교사 모두 미래지향적 영어교육의 방향, 교수-학습 활동에 대한 새로운 시각을 가져야 하며, 교사 연수나 연구 활동을 통해 새로운 영어 수업이 학교 현장에서 제대로 펼쳐질 수 있도록 노력해야 할 것이다. Objectives This study aims to investigate the teacher s perception of the future direction of school English lessons and find out what preparations they should make. Methods For this, a survey was conducted from Oct. 20 to Oct. 23, 2021 to 94 elementary and secondary English teachers nationwide with 11 questions about the lesson goal, the teaching method, the teacher expertise and roles, and the prerequisite concerning implementing future-oriented English lessons. Results The analysis results are as follows. First, future-oriented school English education should aim not only to develop learners English communication ability but to develop English ability for acquiring information and knowledge in various fields. Second, teachers perferred a blended teaching approach, but opinions differed with the ratio of these two teaching approaches to use. Third, teachers who would lead future-oriented English lessons should have the ability to design lessons effectively, flexibility in class operation and management, and a capability to utilize technology. Finally, teachers viewed learners participation in class as the most critical factor affecting the implementation of future-oriented English lessons. Conclusions For future-oriented English lessons to be implemented effectively in school settings, teachers should make an effort to participate in continuous training and conduct research to improve the lesson planning and execution.

영어 몰입 교육의 문제점과 대안

민찬규(Min Chan Kyoo) 한국영어교과교육학회 2008 영어교과교육 Vol.7 No.1

  This paper aims to emphasize the importance of well-preparation for English immersion education in the Korean EFL situation. For this, this paper examines what is to be prepared for the effective implementation of the education program in terms of learners, teachers, textbooks, and educational circumstances. In addition, this paper identifies the problematic factors of nation"s English education. such as the poor English language ability of learners and teachers, the inappropriateness of the textbooks and curriculum for English education, and the unflexibility of nation"s education system to accommodate the English immersion program. This paper also suggests several remedial alternatives to immersion education which include the increase of English classtime, the application of TEE (teaching English in English), the cultivation and training of competent English teachers with communicative abilities, and the utilization of English library.

영어로 진행하는 영어수업에 대한 교사 의식 조사

민찬규(Min Chan Kyoo) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.2

  This paper aims to measure the level of awareness among Korean teachers of English toward Korea’s new approach to Teaching English in English (TEE). This paper will specifically endeavor to understand the degree to which teachers are ready to implement the TEE initiative as well as what is still required for them to prepare further for the implementation of this new teaching approach. A survey was conducted on 54 elementary school teachers and 63 secondary school teachers. The questionnaire consists of nineteen questions covering such areas as: teachers’ English proficiency, teachers’ instructional language preference, advantages and disadvantages of TEE, and others. The data, which were analyzed using a centesimal scale, show that both elementary and secondary school teachers are in agreement about the necessity of TEE and that a more systematic method of teacher training is required. In most areas, elementary and secondary school teachers responded alike, although the elementary teachers responded more positively than the secondary school teachers regarding the application of TEE. Based on the data analysis, this study makes its suggestions from the pedagogical perspective of TEE in the Korean EFL situation.

고등학교 1학년 영어교과서에 대한 설문 조사

민찬규(Min Chan-Kyoo),이재근(Lee Jae-Keun),허옥형(Hur Ok-Hyeong) 한국영어교과교육학회 2003 영어교과교육 Vol.2 No.1

  The purpose of the study is to present information on teacher and student assessment of the content and organization of high school English textbooks based on the 7th National English Curriculum(NEC) for future improvement. For this, a questionnaire was administered to both teachers and students during the 2002 academic year. The results were analyzed in terms of the following perspectives: whether the value of the textbooks is evaluated differently by the teacher and the student, and whether the value of the textbooks is evaluated differently according to the regional basis: the metropolitan area, the small-city area, and the countryside area. Findings of this study were as follows: first, in general, teachers favoured the usefulness of the textbooks more than the students. Second, some regional differences emerged on the perspective of usefulness. This study concludes that a diverse collection of student needs is necessary for the development of better textbooks in the future.

중등영어교사 심화연수 효과에 관한 연구

민찬규(Min Chan Kyoo) 한국영어교과교육학회 2006 영어교과교육 Vol.5 No.1

  This paper examines the effects of the in-service teacher training program for secondary school English teachers which has been offered since 2003. The first part of the paper introduces this intensive training program in relation to the characteristics of a good English teacher. Then, the paper analyzes the results of a 22-question survey regarding teachers" level of satisfaction with the program; The effectiveness of the program in improving the teachers" language proficiency and teaching skills; and teachers" competence in applying their skills to the class activities after returning to the classroom The results of the survey indicate that the in-service teacher training program has been highly successful in terms of improving teachers" language proficiency and teaching skills. Finally, along with the pedagogical implication of the survey results, this study suggests ways to improve the quality of future in-service teacher training program for secondary school English teachers.