구글 플러스를 활용한 대학 영어과 수업에 대한 학습자 인식 조사 연구

변지현,Byun. Ji Hyun 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.1

The ultimate goal of this case study is to illuminate the aspects of Google Plus as a communication tool within the group project in EFL class. A total of 46 college students participated in the present study. They were divided into 11 groups for their final project. Throughout the semester, they were encouraged to communicate using Google Plus. Also, their online discussions were conducted in English. The participants were given opportunities to experience video chatting as well. In terms of data collection procedure, the researcher attempted to attain the credibility of the present study by collecting data from diverse sources. According to the results, the participants perceived Google Plus as an useful tool. However, some participants responded that they felt less comfortable with Google Plus because of its unpopularity. The strong functional asset of Google Plus was a video chatting function. The participants perceived this function as a useful and effective tool in learning and teaching English speaking and writing. Concerning the learners’ perceptions toward English chatting using Google Plus, they perceived it as a fresh and useful learning experience. In order to improve learners’ writing proficiency, however, the participants recommended teacher’s constant feedback in learners’ English online chatting scripts.

포트폴리오와 동료피드백을 결합시킨 대학 교양 영작문 수업 운영 사례 연구

변지현 ( Ji Hyun Byun ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.1

The purpose of this case study is to have an in-depth understanding regarding EFF learners` overall reflections toward portfolio keeping and peer feedback in English writing class .The data ware collected from English Writing I class offered by the College of General Education at one of the universities in Korea. The sample group consisted of 23 college-level students who showed strong desires to improve their English writing proficiency. The data ware collected throughout the semester. The data sources included the researcher`s observation and field notes, 5-point Likert scale, interview, and open-ended questions, and the data were analyzed based on the grounded theory. Regarding the results about the portfolio keeping, the participants perceived that portfolio keeping had the tents such as the improvement of grammar, vocabulary, organization of essay, content knowledge, motivation toward English writing, and decrease in writing anxiety. The participants also noted the difficulties they had faced during portfolio keeping project and these difficulties included the time-consuming nature of portfolio, boredom, and difficulty of reflecting all the feedback into actual writing. With respect to the reflections toward peer feedback the participants showed less credibility toward peer feedback compared to teacher feedback

Elementary School Teachers` Perspectives toward the Reading Materials in an Extensive Reading Program

변지현 ( Ji Hyun Byun ) 21세기영어영문학회 2010 영어영문학21 Vol.23 No.4

The purpose of this research is to explore the perceptions of elementary school teachers toward the reading materials that are likely to be offered in the extensive reading program. A total of twenty elementary school teachers who were undergoing a professional development program participated in the study. They were situated in a print-affluent classroom replete with approximately 1,100 English-language reading materials including graded readers, young-adult books, and children`s books. In the program, the teachers were encouraged to check out any book related to their interests and proficiency levels. Data were collected from multiple sources to enhance the credibility of the study: observation with field notes, learner diaries, and interviews. The findings of the study indicated that the participating teachers showed great fondness for graded readers and perceived them to be appropriate reading materials for their elementary school students. The teachers` positive attitudes toward graded readers originated from these elements: simplified language and interesting content. They also believed that reading such books can be a cornerstone in instilling confidence in learners at elementary schools. Unlike the great popularity of graded readers, other reading materials including young-adult books, best sellers, magazines, and newspapers received less attention mainly due to colloquial language and a high level of text-difficulty.

TedED를 활용한 대학 교양영어 교수-학습 방안

변지현 ( Ji Hyun Byun ) 21세기영어영문학회 2014 영어영문학21 Vol.27 No.2

This research aims to incorporate TedED into general college-level English classes in South Korea. The students who participated in the research were English majors, who registered for general English classes. The TedED online site includes diverse lesson themes that are worth sharing. The site also offers unique functions such as ‘follow-up questions,’ ‘discussion questions,`` and ‘dig deeper.`` The research questions are related to learners`` perspectives toward using the TedED video clips in English reading classes and the effects of the TedED on learners`` affective factors. Throughout the classes, students watched the TedED video clips as a pre-reading activity. During the lesson, students received a lecture about the TedED video and the reading materials from the main textbook. For the team project of the course, students were required to perform a lecture demonstration like a speaker in the TedED. Since this paper is a case study, the data were collected from interviews, surveys, observations, and learners’ weekly journals in order to enhance the trustworthiness of the study. The findings of the research show several pedagogical implications regarding the incorporation of TedED into an EFL context. TedED is very useful for EFL English classes, but instructors need to select easy, varied, and interesting video clips from the TedED site so that learners may not perceive them as difficult.

EFL 및 KFL 환경에서 실시간 토론이 비판적 사고력에 미치는 영향

변지현 ( Byun Ji Hyun ),지민정 ( Jee Min Jung ) 한국현대영어영문학회 2020 현대영어영문학 Vol.64 No.2

The purpose of this paper is to explore the effects of telecollaborative online discussion in fostering critical thinking skills in EFL and KFL college students. For the study, EFL students in Korea and KFL students in Australia participated in the online discussion. To collect data, students’ online discussion scripts, questionnaire, interview, and team reports were employed. The following two results were yielded. First, both EFL and KFL students did not place much value on the role of telecollaborative discussion in developing one’s critical thinking skills. Rather, both groups of students seemed to believe that online discussions can offer opportunities to expose learners into diverse perspectives which can be limited due to sociocultural differences. Second, a majority of EFL and KFL students reported that online discussion should have various platforms to encourage one’s participation. The following implications can be elicited. First, online discussion can be an important platform to exchange one’s cultural and historical background. Engaging in online discussion with various topics including critical issues, students can broaden their insight, recognize different perspectives, ultimately, develop critical view. (Hannam University · University of Queensland)

중등 영어교사들의 다독 체험이 읽기 동기 부여 및 자신감 형성에 미치는 영향

변지현(Byun, Ji-Hyun) 한국영어교과교육학회 2011 영어교과교육 Vol.10 No.1

This study aims to explore the effects of extensive reading on secondary school English teachers' motivation for and confidence in reading. The research questions are as follows: (1) How does extensive reading affect secondary school English teachers' motivation for and confidence in reading? (2) How does a print-rich environment contribute to increasing one's motivation to read? A total of fourteen teachers who were taking a teacher training course participated in an extensive reading program of 17 hours for two weeks. They were situated in a print-rich classroom replete with approximately 1,000 books that included graded readers, young-adult books, best sellers, and magazines. So as to enhance the credibility of the research, data were collected from multiple sources, such as observation with field notes, learner journals, surveys, and interviews. Data were analyzed by comparison between different data sources. The findings of the research indicated that the teachers became highly motivated to read and confident in reading English books if they were reading materials they considered pleasurable and easy to read. They also believed that a print-affluent environment was a very important factor in increasing their motivation to read, providing a large quantity of comprehensible input to language learners.

소규모 영어 읽기 협력 학습에 대한 대학생 학습자의 인식

변지현 ( Byun Ji Hyun ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.4

Among four skills in language, reading is considered as an important means to receive input for foreign/second language learners. Moreover, with the shift of paradigm from the teacher-oriented classroom to learner-focused classroom, more responsibility and active roles are imposed on second/foreign language learners. This indicates that learners should play more active role in their second/foreign language reading comprehension. In order to facilitate active participation among second/foreign language learners, several teaching methods can be implied. Among them, the present study applied collaborative reading instruction with university EFL learners in Korea. The present study offered collaborative reading instruction to college students throughout a semester and attempted to elicit learners’ responses toward the reading instruction. Also, the study aimed to elicit learners’ perspectives regarding foreign language reading anxiety. Regarding data collection method, foreign language reading anxiety scale, interview, open-ended questionnaire, and researcher’s observation were applied. According to the findings of the present study, learners do not place much emphasis on collaborative reading instruction in reducing their foreign language reading anxiety. However, collaborative reading instruction was perceived as a useful source to hear various voices in dealing with reading tasks. In order to elicit positive effects from collaborative reading instruction, teacher’s constant monitoring and participation to the collaboration seems necessary as well. (Hannam University)

A Theoretical Review of Creating a Print-rich Environment in an Extensive Reading Program

변지현(Ji-Hyun Byun) 한국영어교과교육학회 2010 영어교과교육 Vol.9 No.3

Extensive reading is based on Stephen D. Krashen’s language acquisition theories like the Acquisition-Learning Distinction, the Input Hypothesis, and the Affective Filter Hypothesis. It aims to provide a large quantity of comprehensible input to language acquirers via reading and also intends to create a low affective filter situation by allowing them to select their own reading materials, which are well within their linguistic levels. For a successful extensive reading program, it is particularly important to create an environment where learners feel free to select and read what they want. The success of the program depends on how easy, varied, and interesting materials are prepared. In this study, a theoretical framework of extensive reading is introduced first. Then, benefits of extensive reading and theoretical suggestions in creating a print-rich environment to foster learners’ further reading are discussed.

COVID-19 시대 원격 기반 교양 영어 수업에 대한 대학생 학습자들의 인식

변지현 ( Byun Ji Hyun ),지민정 ( Jee Min Jung ) 한국현대영어영문학회 2021 현대영어영문학 Vol.65 No.2

Since World Health Organization (WHO) had confirmed Coronavirus as pandemic, rapid changes are occurred in almost all aspects of our lives including social, economic, political and cultural. Among them, educational environments are one of the most impacted areas. After the COVID-19 pandemic, the mode or delivery of class was forced to be online (either synchronous or asynchronous) and almost all universities in Korea offer courses via online. In order to improve the quality of online class, the present study investigated students’ perceptions on synchronous online class. A total of 33 EFL students, enrolled in an English elective course in a private university in Korea, participated. Data were collected from survey, students’ log, interview and open-ended questionnaire. The classes were conducted via ZOOM for 15 weeks, and the students participated online discussions with students from six Asian universities using Skype live session for four weeks (week 8 to 10). Overall, students were satisfied with the synchronous interaction and feedback during ZOOM class. However, they were not satisfied with the online discussion session via Skype. The following implications can be elicited from the study. First, instructors need to offer various IT platforms in online discussion class. Second, in-depth orientation to the use of the platform is necessary for learners’ understanding. (Hannam University · The University of Queensland)

The Effects of Different Foreign Language Learning on Levels of Foreign Language Anxiety

Byun, Ji-Hyun(변지현),Jee, Min Jung(지민정) 한양대학교 교육공학연구소 2012 학습과학연구 Vol.6 No.2

본 연구는 외국어의 종류가 학습자의 외국어 학습 불안에 미치는 영향에 대해서 알아보았다. 대상은 스페인어, 일본어, 중국어, 영어를 제 2외국어로 선택하고 있는 외국어 고등학교 1학년 학습자들이었다. 데이터의 분석 결과 네 반의 외국어 학습 불안감 평균이 통계적으로 유의미한 차이를 보이지 않았지만 기술통계 측면에서 관찰했을 때 평균에서 적당한 수준의 외국어 학습 두려움 차이가 나타났다. 4개의 외국어 그룹 중 스페인어 반 학생들에게서 가장 높은 외국어 학습 불안이 나타난 반면 영어반 학생들에게서는 가장 낮은 외국어 학습 불안이 나타났다. 또한 영어와 중국어 반 학생들은 성적이 높을수록 외국어 학습 불안이 높았지만, 스페인어 반 학생들은 중간 정도의 성적을 가진 학생들이 가장 높은 외국어 학습 불안을 보였다. 일본어 반에서는 성적인 낮은 학생들이 중간 정도의 성적을 가진 학생들보다 더 높은 외국어 학습 불안감을 보였다. The main aim of the present paper is to investigate how different foreign languages influence learners" anxiety levels. The data were collected from high school student who were placed in the following four different foreign language learning groups-Spanish, Japanese, Chinese, and English. The data showed no significant differences, but showed a moderate level of mean score of foreign language anxiety. More specifically, among those four groups, the Spanish learners showed the highest level of anxiety whereas the English major learners yielded the lowest level of anxiety. Student in the English and Chinese classes showed similar patterns of anxiety : the higher the scores were, the higher the anxiety level was. However, students in the Spanish class, mid-achievement group had the highest anxiety level, and in the Japanese class, the low-achievement group had a higher anxiety level than the mid-achievement group.