국제경쟁력 강화를 위한 중소기업정책 방향

오영교 한국중소기업학회 1994 한국중소기업학회 하계학술발표논문집 Vol.1994 No.-

Examining the effect of L2 motivational factors on the development of L2 achievement: using multilevel latent growth curve model

오영교 서울대학교 교육연구소 2023 Asia Pacific Education Review Vol.24 No.1

Using Gyeonggi Educational Panel Study data on 4051 Korean students (N = 4051; 1967 female, 2084 male) from 63 middle schools, this longitudinal study investigated the growth trajectory for second/foreign language (L2) achievement and associations with various L2 motivational factors by using a multilevel latent growth curve model in Mplus 8.4. Because of the hierarchal data structure, the predictive factors were sorted into three student-level subcategories: individual characteristics; L2 classroom engagement components; and family background. At the school level, school SES and teacher efficacy were specified. Results indicate that global and L2 self-efficacy affected the high initial scores; however, no effect was observed on the growth rate. Unexpectedly, L2 interest was found to have no effects, which suggested a possible engagement mediation effect. Finally, of the L2 classroom engagement factors, L2 class comprehension was found to have a strong explanatory power for the initial L2 achievement scores, but exhibited no impact on the growth rate. These findings have second language acquisition implications for practice and interventions.

초등학생의 영어성취도에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

오영교,차성현 한국교원교육학회 2017 한국교원교육연구 Vol.34 No.2

본 연구는 ‘한국교육종단연구 2013’의 2차년도 데이터를 활용하여 초등학교 6학년 학생의영어 학업성취도에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계를 탐색하였다. 분석방법으로는 다층구조방정식 모형(Multi-level SEM)을 적용하였다. 학생수준에서는 영어에 대한 내재적 동기, 학업적 자기효능감, 수업몰입도, 시험불안, 부모지원, 부모의 사회경제적 지위 간의 구조적 관계를 설정하였다. 학교수준에서는 교사의 교수효능감, 수업방식, 학생수업태도, 학교의 사회경제적 지위 간의 구조적 관계를 설정하였다. 분석결과, 학생수준에서 학업적 자기효능감과 내재적 동기가 영어 학업성취도에 미치는 직접효과는 부적 관계를 나타냈다. 그러나 수업몰입도가 매개변인으로 포함되었을 때는 모두 영어 학업성취도에 정적인 영향을 미쳤다. 학교수준에서 교사의 교수효능감과 상호작용중심 수업방식이 영어 학업성취도에 미치는 영향에서 수업태도가 완전매개 역할을 하는 것으로 나타났다. 다시 말해 교사의 교수효능감과 상호작용중심 수업방식이 학생의 수업태도에 정적인 영향을 미치고, 좋아진 수업태도는 영어 학업성취도에 긍정적 영향을 미치는 것으로 나타났다. 학생과 학교수준 간 교차효과에서 교사의 교수효능감과 수업방식은 학생수준의 수업몰입도를 거쳐 영어 학업성취에 정적인 영향을 미쳤다. 이러한 연구결과를 토대로 초등학생의 영어 학업성취도를 높이기 위해서 학생의 수업몰입도와 교사의 학생수업태도 향상을 위한 학생 및 학교수준의 정의적 특성에 대한 관심과 교수-학습방법 개발이 필요함을 제언하였다. This study investigated the relationships among student and school variables affecting English academic achievement in Korean elementary schools. In doing so, the study used KELS 2013(Korea Education Longitudinal Study 2013) data and employed multi-level structural equation modelling. Student-level variables considered in this study include parents’ socio-economic status(SES) and their support, English academic self-efficacy, intrinsic motivation, learning flow, test stress. School-level variables include teacher’s efficacy, teaching styles, student’s attitude in class, and school SES. The results of this study showed that, at the student level, academic self-efficacy and intrinsic motivation had a negative direct effect and a positive indirect effect on English achievement scores; i.e., students who had high academic self-efficacy and intrinsic motivation tend to have low English achievement scores. when learning flow mediated such a relationship, however, the direction was reversed. At the school level, student’s class attitude fully mediated relationship between teacher’s teaching efficacy and interactional teaching style and English academic achievement; i.e., schools with teachers who had higher teaching efficacy and gave more focus on interactional instruction in class tend to have favorable class attitudes in school, which in turn positively predicted English academic achievement. Finally at the cross effect between school and student level, teacher’s teaching efficacy and teaching styles had positive effects on English academic achievement via learning flow. Based on the findings, the study suggests the improvement of student’s learning flow and teachers pedagogical skills related to teaching efficacy should be made for higher English achievement in elementary schools.

원주의 역사와 문화에 대한 고찰

오영교 한국대학박물관협회 2014 한국대학박물관협회 학술대회 Vol.71 No.-

동국대와 한국 불교의 발전에 매진해야

오영교 동국대학교 석림회 2009 석림 Vol.43 No.-

LSTM(Long Short-Term Memory)을 이용한 가짜 리뷰 생성과 분석 및 평가

오영교,구동영 한국정보과학회 2019 정보과학회논문지 Vol.46 No.6

Opinion Spam is the act of misleading the public to comply with the intent of a particular group. This is a serious problem at this point in time, when online services are widely deployed and the reputation of a specific target seller relative to the offline market can be easily affected. In this context, detecting and preventing opinion spam is an important research topic. This study investigates the current status of the domestic online market and poses possible damages caused by opinion spam through the automatic generation of Korean reviews using a recurrent neural network (RNN). In particular, we applied a learning model based on an LSTM (long short-term memory) unit for the Korean language in order to improve the long-term dependency problem of the typical RNN. Then, the Word2Vec is exploited to improve the relevance by replacing keywords with a set of candidates from the target market. We show the translation of the learning model based on a foreign language to Korean, then evaluate its appropriateness with regard to the development of countermeasures with which to effectively prevent automatically generated opinion spam in the near future. 의견 스팸(opinion spam)은 특정 목적을 가진 집단이 생성한 의견을 통하여 타인 또는 타 집단에 영향을 미치는 행위를 일컫는다. 이는 소셜 네트워크 상에서 특정 대상의 평판에 영향을 미칠 수 있다는 점에서 온라인 서비스가 활발히 이루어지고 있는 현 시점에 큰 문제로 여겨질 수 있으며, 국내외 산업 및 학계에서도 관심을 보이고 있다. 본 연구에서는 의견 스팸 행위 탐지에 앞서 국내 의견 스팸 현황을 확인하고 순환신경망을 이용해 가짜 리뷰를 자동 생성해봄으로써 의견 스팸으로 인한 피해 가능성을 예측해본다. 특히, 순환신경망의 장기 의존성 문제가 개선된 LSTM(long short-term memory)을 기반으로 한글 언어 모델을 학습하고 Word2Vec을 이용하여 생성된 리뷰의 특정 용어를 대체함으로써 품질 개선을 시도한다. 특정 외국어 기반 학습 모델을 한국어에 적용하고 성능 및 적절성을 평가함으로써 향후 한국어 의견 스팸에 대한 대응 방향을 살펴본다.

중⋅고등학교 학생의 영어 수업이해도 변화추이에 영향을 미치는 부모 요인 분석

오영교 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives This study aims to examine the trends in the understanding of English classes among middle and high school students. It explores the longitudinal relationships centered on variables such as family background, parental academic support, after-school programs, and private education. Methods Data from the 2nd to 5th year (2019-2022) of the Jeonnam Educational Longitudinal Study (JELS) were analyzed using a Latent Growth Curve Model. The analysis was conducted from the 1st year of middle school to the 1st year of high school to understand the changes in students' understanding of English classes. Predictive variables included individual characteristics, family background, parental academic support, after-school programs, and private education. Results The average initial level of understanding of English classes among middle school students was statistically significant at 3.735, with a rate of change of -0.107. This suggests that the level of understanding of English classes was relatively high in the 1st year of middle school but has been decreasing over the 5-year span of middle and high school. Among the variables affecting changes in the understanding of English classes, only the expenditure for academies, tutoring, and worksheets by parents for their children's studies had a positive effect on the initial level but had a negative impact on the rate of change over four years. Participation in private education also had a positive effect on the initial level but a negative effect on the rate of change over four years. Conclusions This study suggests strategies and implications for improving the understanding of English classes among middle and high school students, reflecting the analysis results of major family background variables affecting changes in understanding.

The trajectory of learning-centered English class and its instructional effectiveness: Using a curve-of-factors model

오영교 한국교육개발원 2021 KEDI Journal of Educational Policy Vol.18 No.1

This study investigated the instructional effectiveness of a learning-centered English class (LCEC) that embodies the classroom innovation of the school reform movement in South Korea from a longitudinal perspective. Using panel data from 938 participants (507 male, 431 female), a curve-of-factors model was employed to explore the trajectory and effectiveness of the LCEC, including cognitive, affective, and behavioral domains. The results indicate that the LCEC was well implemented in the first year and increased slightly throughout innovative middle school. The LCEC improved English self-efficacy, achievement, and interest, as well as attitude, comprehension, and participation in English class. Furthermore, it ameliorated classroom disengagement and enhanced students’ school satisfaction. Based on the results, educational policy and intervention programs for the development of LCEC are suggested.

다산 정약용, 신아구방(新我舊邦)의 방안을 제시하다

오영교 재단법인 내일을여는역사재단 2011 내일을 여는 역사 Vol.45 No.-

홍이섭 전집 발간경위와 미수록 논저 목록

오영교 역사실학회 1999 역사와실학 Vol.10·11 No.-