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á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
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‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
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      저자 : 윤지여(Yun, Jiyeo) (검색결과 4 건)
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        수준별 영어 수업에서의 정의적 영역에 대한 효과 분석

        윤지여(Jiyeo Yun),박옥희(OkHee Park) 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.3

        As a follow-up study for meta-analysis on cognitive domain (Park & Yun, 2019), this study aims to investigate the overall effect on affective domain in level differentiated English classes. The procedure of meta-analysis consists of literature search with criteria for inclusion as well as data analysis including data coding and cleaning. After heterogeneity tests, random-effect model, subgroup analyses, and publication bias are conducted using Comprehensive Meta-Analysis software. Moderators used for subgroup analyses were; affective domains, schools, grades, and teaching methods and periods of level differentiated English classes. The results indicate that affective domain in level differentiated English classes had an overall mean effect size (d = 0.33) showing lower effect size than in cognitive domain (d = 0.74). More specific findings of meta-analysis are as follows: First, grouping factors based on affective domain had medium effects in confidence (d = 0.68), interest (d = 0.57) and participation (d = 0.51). Second, according to grade and to students in elementary school through university, the effects were larger with higher grade elementary school students and high school freshmen students. Third, among teaching methods, affective domain showed a large effect in extra supplementary classes. Lastly, the pedagogical implication and suggestions were further discussed.

      • KCI등재

        ICT를 활용한 초등영어 학년별 과제 선호도에 관한 연구

        김정렬(Kim Jeong-Ryeol),윤지여(Yun Ji-Yeo) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.1

          Use of the ICT(Information & Communications Technology) education is carried into effect starting from year 2001 as a part of the improvement in teaching and learning of English and other subject matters. In this study, English has been taught assigning various tasks and materials according to learners" task types and the task processes have been observed and surveyed Also, the results have been ana1ysed to investigate the influence factors on learners" task preferences by students" grades and gender. For this purpose, this study sampled 557 students in order to compare the preferences by grade and gender. Major findings analysed by students" preferences are as follows: Using concrete objects during given pedagogic task was preferred by third graders. The same task wasn"t preferred by fifth and sixth graders. In contrast searching and analyzing the information were preferred by fifth and sixth graders since their preference on tasks appears to be on logical and creative thinking rather than simple operation and repetitive activities. Playing a game using the ICT was most preferred by all graders. Role-playing using the ICT wasn"t preferred by fifth graders. E-mail and writing notes activities were preferred by fourth, fifth and sixth graders.

      • KCI등재

        메타 분석을 통한 수준별 영어 수업의 효과 크기 분석: 언어의 네 가지 기능을 중심으로

        박옥희(Park, OkHee),윤지여(Yun, Jiyeo) 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.4

        Many studies have reported on the effects of level differentiated English classes, but the results are inconclusive. This study aims to investigate the overall effect of four skills in level differentiated English classes. The research is based on 11 primary studies that have been published in Korea from 2003 to 2017. The results indicate that level differentiated English classes had an overall high effect size (𝑑 ̅= 0.74). More specific findings of meta-analysis are as follows. First, grouping (𝑑 ̅ = 0.97). Second, applying level differentiated English classes to students in elementary school, middle school, high school and university, the effects are positive with the exception of middle school students. Third, based on language skills, it is effective for improving listening (𝑑 ̅ = 0.88), reading (𝑑 ̅ = 0.87), and speaking (𝑑 ̅ = 0.85). Fourth, when considering how to group students according to ability, grouping by pre-evaluation ( 𝑑 ̅ = 0.98) is more effective than relying on the students’ achievements in previous term (𝑑 ̅ = 0.68). The pedagogical implications and suggestions are further discussed.

      • KCI등재

        초등영어 학습부진학생 지도에서 정의적 영역에 대한 효과 분석

        강정진(Jungjin Kang),윤지여(Jiyeo Yun),손소혜(So-hye Son) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.4

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