운동선수와 일반학생의 트레드밀 운동을 통한 탈진 직후의 항산화 효소와 MDA의 변화

배철웅 한국스포츠리서치 2003 한국 스포츠 리서치 Vol.14 No.3

This study was to investigate the effect on the activation of antioxidation enzyme and lipid peroxidation. 15 subjects were divided into the general students group(n=5), basketball palyers group(n=5) and western-style bow players group(n=5). The results obtained from this study were as follows; 1. The SOD activity change of three groups tended to increase after all-out compared to the rest. The SOD activity change showed no significant differences at the rest and after all-out exercise of three groups. 2. Looking at the changes of CAT at the rest, basketball palyers group showed the significantly high on the level than general students group and western-style bow players group. 3. Looking at the changes of GPX at the rest and all-out exercise, basketball palyers group and western-style bow players group showed the significantly high on the level than general students group. 4. Looking at the changes of MDA at the rest and all-out exercise, basketball palyers group showed the significantly low on the level than general students group and western-style bow players group.

최대점증부에 의한 탈진운동이 운동선수와 일반학생의 에피네프린 노르에피네프린, 도파민의 변화에 미치는 영향

배철웅 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.5

Investigating Student Satisfaction With Distance Learning and Influencing Factors: A Case of Korean EFL Middle School Students

배철웅 현대영어교육학회 2020 현대영어교육 Vol.21 No.4

The purpose of this paper was to investigate student perceptions and satisfaction of distance learning (online classes) in Korea. This study also examined factors affecting Student Satisfaction with Online Classes (SSOC) using a survey. The participants of the survey were from middle schools, and responses were obtained from a total of 971 students. The data were collected through an online survey tool called Eureka and statistically analyzed. The research findings show that there was a significant difference between gender and SSOC. A one-way ANOVA and a Scheffe post hoc test showed that there were statistically significant differences between grades. The Pearson product moment correlation (PPMC) indicated that there was a significant positive relationship between teacher’s feedback, interaction, motivation, and SSOC. On the other hand, there was a significant negative correlation between technical problems and SSOC. Students preferred immediate feedback from teachers and they suggested that online classes should provide more opportunities for interaction between teachers and students to make successful online classes. This research provides insights about aspects to consider for English teachers when they teach English online to keep students engaged in online classes.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

배철웅,강용구,송해성 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

원어민 영어보조교사의 온라인 수업과 오프라인 수업에 대한 한국 중학생들의 인식조사

배철웅 한국교육개발원 2020 한국교육 Vol.47 No.3

Purpose: The purpose of this paper was to investigate the perceptions of Korean middle school students on online and offline classes by native English speaking teachers (NESTs). Approach: 1286 middle school students participated in an online survey and the collected data were analyzed by using SPSS 22.0 program. Findings: The Pearson product moment correlation indicated that there was a statistically significant relationship between integrative motivation, instrumental motivation, gender, and student satisfaction with online classes and offline classes (SSOOC) by NESTs. However, there was no statistically significant relationship between grade, online class types, and SSOOC by NESTs. A stepwise multiple regression analysis revealed that integrative motivation, instrumental motivation, and gender were independent variables that influence SSOOC by NESTs. In addition, it was found that online classes were more effective than conventional offline classes. Value: This research provides factors that affect SSOOC by NESTs and some suggestions to improve SSOOC by NESTs. 본 연구의 목적은 원어민 영어보조교사의 온라인 수업과 오프라인 수업에 대한 중학교 학생들의 인식을 조사하는 것이었다. 1286명의 중학교 학생들이 온라인 설문에 참여를 하였으며 수집된 설문자료는 SPSS 22.0 프로그램을 활용하여 분석을 하였다. 연구 결과, 피어슨 상관계수에서 통합적 동기와 도구적 동기, 성별은 원어민 영어보조교사의 온라인 수업에 대한 만족도와 통계적으로 유의한 상관관계를 보여 주었다. 그러나, 원어민 영어보조교사의 원격수업에 대한 만족도와 학년, 온라인 수업의 형태에는 통계적으로 유의한 상관관계가 없었다. 단계입력방식 다중회귀분석 결과 통합적 동기, 도구적 동기, 성별이 원어민 영어보조교사의 온라인 수업에 대한 학생들의 만족도에 영향을 주는 요소들이었다. 연구 결과를 살펴보면 온라인 수업은 오프라인 수업과 비교하여 효과성이 더 높은 것으로 나타났다. 본 연구는 원어민 영어보조교사의 온라인 수업과 오프라인 수업에 대한 중학교 학생들의 만족도에 영향을 주는 요인들을 찾는데 도움을 주고 만족도를 높이기 위한 방안에 대하여 논의를 하였다.

The Effect of Explicit Versus Implicit Instruction: Focusing on PAICWP

배철웅 현대영어교육학회 2014 현대영어교육 Vol.15 No.4

This study compared two different teaching modes (explicit instruction and implicitinstruction) and investigated the way of teaching English pronunciation for limitedEnglish proficiency (LEP) students in a middle school. The present study used Focuson Form (FonF) techniques and they were divided into two categories according to the obtrusiveness: explicit instruction vs. implicit instruction. FonF was mainly used ingrammar teaching, but it is not limited to grammar teaching and can also be used inpronunciation teaching (listening and speaking) and reading. The effectiveness ofexplicit instruction vs. implicit instruction using phonological awareness instructioncombined with phonetics (PAICWP) was compared in three language skills: listening,speaking, and reading. Forty three middle school students were divided into threegroups: control group (CG) without PAICWP, implicit instruction group (IIG) withPAICWP, and explicit instruction group (EIG) with PAICWP. To find the effectivenessof new pronunciation teaching called PAICWP, ANOVA tests were employed. Thefindings of this research showed that EIG using PAICWP was the most effectiveamong the three groups because of students level of English language proficiency. IIG with PAICWP was more effective than CG without PAICWP when we teach English in the EFL context.

LCI 문화프로그램이 중학생의 영어 학업성취도와 문화간 감수성에 미치는 효과

배철웅,강용구,송해성 현대영어교육학회 2012 현대영어교육 Vol.13 No.4

The purpose of this paper is to find the effectiveness of the culture program titled the language-culture integration (LCI). LCI is based on the theme-based model from Content-Based Instruction (CBI), used to teach culture to middle school students. This research was conducted in a middle school located on the outskirts of Daejeon metropolitan city. The total number of participants was 72 and students’ English proficiency was low-intermediate according to the score of the national diagnostic test. The Intercultural Sensitivity Scale (ISS) was employed for the pretest and posttest to measure the change in the participants' cultural sensitivities. In addition, to measure the improvement of English ability, two national academic achievement tests were used for the pretest and posttest. Results showed that there was a significant increase of ISS and improvement of English academic achievement test scores. Additionally, the questionnaire and interviews showed that students felt more comfortable when interacting with native speakers after the LCI class. Findings also suggested that LCI was helpful for improving students' English proficiency and helping students to be more open-minded towards other cultures. Moreover, students were highly motivated not only to learn American culture but also to learn English through the LCI class.

장기간 비타민 C와 E의 복합섭취가 최대점증부하운동 직후 Catalase와 Glutathione Peroxidase 활성도의 변화에 미치는 영향

배철웅 한국스포츠리서치 2003 한국 스포츠 리서치 Vol.14 No.3

This study was to investigate the effect on the activity of CAT and GPX. 10 subjects were divided into the Vitamin C, E Complex supplement(n=5), and the control(n=5) groups. The Vitamin Complex supplement groups had 12 week taken a Vitamin C tablet with 1000㎎/day and Vitamin E tablet with 671.14㎎/day right after lunch. The results obtained from this study were as follows; 1. Expermental Group displayed the greatest CAT activity after 12 weeks for the rest. 2. The CAT activity change showed no significant differences after 12 weeks for the all-out exercise of Expermental Group. 3. The GPX activity change showed no significant differences after 12 weeks for the rest and all-out exercise of Expermental Group.

지금 이 순간

배철웅 문예운동사 2007 문예운동 Vol.- No.95

최대점증부하에 의한 탈진운동이 운동선수와 일반학생의 에피네프린, 노르에피네프린, 도파민의 변화에 미치는 영향

배철웅 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.5

This study was to investigate the effect on the epinephrine, norepinephrine, dopamine, 10 subjects were divided into the general students group(n=5), basketball palyers group(n=5), The results obtained from this study were as follows; 1. The epinephrine change f two groups showed the significantly greater increase after all-out compared to the rest(p<.05). 2. The norepinephrine change of two groups showed the significantly greater increase after all-out compared to the rest(p<.05). 3. The dopamine change f two groups showed the significantly decrease after all-out compared to the rest(p<.05). And the basketball palyers group showed the significantly higer level than the general students group for the rest (p<.05).