소집단 협동학습을 활용한 영어수업의 효과: 메타분석

송해성 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.4

The purpose of this study is to investigate the overall effects of small group cooperative learning in English classes in Korea. A meta-analysis of 202 effect sizes in 31 research articles, which have been published in Korean academic journals looked at cognitive and affective domains, subjects, treatment period, methods of organizing groups, and types of cooperative learning. The overall results indicate that English classes using small group cooperative learning had a medium-sized effect (ES=.69), with its effect being a little greater in the affective domain (ES=.70) than in the cognitive domain (ES=.67). More specifically, it found that small group cooperative learning brings beneficial effects in the areas of the four language skills and academic achievement. Also, it showed positive effects in developing motivation, satisfaction, confidence, interest, and attitudes toward English classes. These results show that introducing cooperative learning in English class will bring about positive benefits.

대학생의 영어 속독능력 신장을 위한 컴퓨터 기반 영문독해 프로그램 개발: ‘Progressive Reading’ 기법을 중심으로

송해성 현대영어교육학회 2011 현대영어교육 Vol.12 No.2

This research studied the development and implementation of a computer-based English reading comprehension program (CERCP). CERCP has been designed and developed to enhance rapid reading. A total of 48 reading materials were selected and sorted according to relative difficulty based on Fry’s Readability Graph. These materials were then used to develop a CERCP using MS Office PowerPoint. The research was conducted for one semester and the subjects were 38 students who had enrolled in the English Reading Comprehension for Beginners course. All data were processed through SPSS (version 9.0). Results showed an average reading speed increase of 22.1 wpm and an average 0.66 increase in comprehension rate with 10being perfect. A TOEIC reading comprehension test conducted before and after the study showed a 42.4 point increase in the experimental group, with 495 points being perfect. The paired sample t-test also concluded that there was a notable difference in performance. Affective attitude was also surveyed before and after the study with results revealing notable shifts in attitude in 5 out of 10 categories along with other positive changes in the remaining categories. As a result, the CERCP was concluded to be an effective program for enhancing rapid reading ability.

수준별 교육과정 편성ㆍ운영 방안 : 공통영어 읽기를 중심으로

송해성 한국영어어문교육학회 1997 영어어문교육 Vol.3 No.-

The purpose that the curriculum appropriate for the student's level pursues is to offer to a student the curriculum that can satisfy the student's interest, aptitude, and requirements. This curriculum has recently enforced all over the country, but the careful research and the plan for verification on its effect are required so that it may accomplish its purpose. This study, centered on the reading comprehension ability of Freshman English of the High School, aims to suggest a more desirable procedure for organizing and enforcing the curriculum appropriate for the students' level. In order to provide the best curriculum appropriate for the student's level, (1) the diagnosis of the individual student's level should be made first ; (2) the syllabus focused both on the grammar and on the communicative functions should be prepared ; (3) the teaching material on the basis of the syllabus should be selected considering the student's interest, and requirements. The new method of teaching-learning English should also be developed with the enforcement of the new curriculum discussed here. The curriculum appropriate for the student's level has many kinds of problems but these disadvantages should be overcome for providing the better educational system for the individual student.

중학교 1학년 영어 교과서의 영어 형태소 도입 순위와 자연적 순서 가설과의 상관관계 연구

송해성,Sohng, Hae-Sung 한국영어어문교육학회 2003 영어어문교육 Vol.9 No.1

The purpose of this study is to investigate the correlation between the introduction order of 9 English morphemes in the English textbook used in the middle school and the learning order of the morphemes by the 7th graders learning English as a foreign language. The subjects are 139 students in two middle schools, who learn English with different textbooks. The introduction order of each morpheme in two textbooks was examined according to its quantity and frequency. Data on the real learning order were collected through the written SLOPE test, and each morpheme was ranked by its group score. The introduction order of each morpheme in the textbook and the real learning order were analyzed by Spearman rank order correlation. It was shown that the correlation between the two was very low. This means that those textbooks do not take the learning order of English morphemes into account. Also it was shown that in the earlier stage of learning English the introduction order of each morpheme in the textbook had much influence on its learning order, but in the later stage such influence reduced gradually. This means that the learning order of English morphemes approaches the natural order as time passes by.

중학생의 의사소통 능력 신장을 위한 멀티미디어 코스웨어 개발

송해성 한국영어어문교육학회 2002 영어어문교육 Vol.8 No.1

Multimedia-Assisted Language Learning(MALL) has recently been studied by many researchers. It has been reported that MALL is very effective in encouraging students' desire for learning, promoting their self-directed learning, and improving their communicative competence. Also, it has been evident that it depends on the quality of multimedia courseware whether MALL will be successful or not. However, many researchers have pointed out that most of multimedia coursewares coming into the market have little to do with our curriculum and they are not suitable for the use in the regular classroom. More multimedia coursewares that reflect our curriculum need to be developed. This paper first tries to explore the cognitive, constructivist, and psychological theories supportive of the development of multimedia courseware and then presents the overall procedure for designing and developing a multimedia courseware pursuant to the 7th English curriculum in the middle school. The multimedia courseware developed through this research is expected to enhance middle school students' communicative language skills in English and promote the development of multimedia coursewares of high quality.

정상혈구응집소의 전기영동분획

송해성 ( Hae Sung Song ),김형곤 ( Hyung Kong Kim ),노준영 ( Zun Young Ro ) 대한내과학회 1967 대한내과학회지 Vol.10 No.11

학습자의 수준에 따른 의미단위별 앞에서부터 읽기 파워포인트 프로그램 개발

송해성(Sohng Hae-Sung) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.2

In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language, As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time. This research aims at developing the Powerpoint program for progressive reading by the sense group according to the student's level. In this program, as for methodology, the technique of making it fade-away is introduced to force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.

INSIGHT: 시선추적 기술을 이용한 인테리어 제품 데이터 수집&분석 서비스

송해성(Hae-Seong Song),이승현(Seung-Hyun Lee),김한종(Han-Jong Kim) 한국디자인학회 2023 한국디자인학회 학술발표대회 논문집 Vol.2023 No.10

프로젝트형 거꾸로 교실이 예비 영어교사들의 정의적 태도 및 메타인지 학습전략에 미치는 효과

송해성(Sohng HaeSung),서숙영(Seo SukYoung) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.2

The flipped classroom is a learner-centered teaching and learning method, in which the traditional classroom model is reversed. When a classroom is reversed, instruction is delivered outside of class, usually in the form of video lectures and active learning takes place in class. In this study, project-based learning was combined with the flipped classroom to explore its effects on the affective attitude and metacognitive learning strategies of pre-service teachers of English (n=31). A survey of 25 items was given at the beginning and at the end of a 15-week semester during which subjects were taking a class of the project-based flipped classroom. The results show that the project-based flipped classroom had the strongest positive effect on increasing students’ confidence in learning, followed by participation and interest. However, no significant effects were found on students’ metacognitive learning strategies. Further, students were satisfied with the way the project-based flipped classroom worked. These results suggest that the project-based flipped classroom could be an effective method to improve students’ learning ability.

고등학교 영어 교과서 듣기 과업의 학년별 연계성 연구

송해성(Sohng, Hae Sung) 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

The purpose of this study is to examine the connectedness of listening task difficulty in three Korean High School English textbooks. To achieve the purpose, a corpus which consists of 262 unicode text files was built. The tool for analysis was Coh-Metrix, an automated web-based software tool which was designed to measure and evaluate the coherence of texts. Coh-Metrix was applied to investigate differences among the textbooks according to each grade and differences among the units of each textbook. The measured value of each text was compared and classified into the surface linguistic features (the basic count and readability) and the deep linguistic features (co-referential cohesion, lexical diversity, semantic cohesion, and syntactic complexity). The findings were as follows: First, there was no significant difference among the textbooks according to grades. The case of the 1st grade textbook and 2nd grade textbook in B was the only exception. Therefore, we can't say that there is some connectedness among the textbooks according to grades. Second, there was no systematic connectedness among the chapters in all English textbooks. All these results suggest that more systematic and objective criteria should be applied to the development of English textbooks.