음성 기술을 활용한 초등 영어 말하기 평가를 위한 학생 발화 수집 및 채점에 관한 연구

윤지여 한국교원대학교 초등교육연구소 2005 초등교과교육연구 Vol.6 No.-

초등학교 재량 활동 시간을 활용한 영어과 프로젝트 학습방안

윤지여,김경미 한국중앙영어영문학회 2004 영어영문학연구 Vol.46 No.2

The 7th National Curriculum compelled schools to establish and enhance extra curriculum activities. To supplement the shortage of English class hours and improve students’ communicative competence, this study focused on reorganized extra curriculum activities via the project learning. The purpose of this study is two-fold. First is to explore the effectiveness of project learning in extra curriculum activities and second is to diversify the types of activities for primary English education on the basis of research findings. Thirty-one 4th graders in S elementary school in Masan participated in this study. The findings of this study were: (1) students felt a sense of fulfillment and gained confidence through project learning. (2) Project learning kept up students’ interest in learning and students learned more effectively after the project learning was implemented. (3) Students could find direction and motivation for self-learning through the planning and implementation of project learning. (4) Extra curriculum activities improved the effectiveness of learning through group-based activities.

Relationships among Different Effect-Size Indexes for Inter-Rater Agreement between Human and Automated Essay Scoring

윤지여 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.18

Objectives The purpose of this study is to investigate the magnitudes of and relationships among different effect-size indexes for inter-rater agreement between human and machine scoring in writing assessments. Methods The procedure of meta-analyses consists of data gathering, including literature search with criteria for inclusion and exclusion, and data analysis, including data cleaning and coding, after tests of heterogeneity for each index, hierarchical weighted models, and moderator and contrast analyses were conducted. Appropriate analyses were conducted using rma, robust, and robu functions in the metafor and robumeta packages in R software Version 3.3.2. Results Based on the results, the overall random-effects means for correlations, kappa values, and adjacent proportions of agreement between automated and human scoring of essay writing were .75, .48, and .99, respectively. The results from hierarchical weighed models and heterogeneity tests indicate that the rates of agreement for each index were inconsistent across studies. According to moderator and contrast analyses, correlations and kappa values using 6-point scales significantly differed from those using 3-, 4-, and 5-point scales, respectively, at alpha level .05. On the other hand, the adjacent proportions of agreement on either 3- or 4-point scales significantly differed from the adjacent proportions of agreement on the 5- and 6-point scales, respectively, at alpha level .01. Regarding the exact and adjacent proportions of agreement, the average of discrepancies was 0.34 units, and the variance of discrepancies between exact and adjacent proportions of agreement was 0.004. Similarly, the mean of discrepancies between the correlation and kappa was 0.27, and the variance of discrepancies between the correlation and kappa was 0.003. Conclusions According to this finding, machine scoring is similar to human scoring in terms of relative consistency and absolute consensus. Compared to the evaluation criteria suggested by prior studies, the degrees of inter-rater agreement seen in this study were above the thresholds for correlations, moderate agreement for kappa, and in the range of consensus rates for adjacent proportion agreement. The rates of agreement for each index were inconsistent across studies. This means that the all agreement indexes had relatively large between-studies differences compared to the between-effects differences within the studies. It is necessary to investigate if some moderators explain the between-studies differences. The number of score-scale points used for measuring inter-rater agreement between human and machine scoring influenced the agreement rates. The relationships across the four indexes (i.e.,  , , , and ) from the study appear to be reasonably strong and linear. Regardless of the number of points on the score scales, kappa values are 0.27 points lower than correlations. In addition, the mean exact proportions of agreements is 0.34 points lower than the mean adjacent proportions of agreements. Since each inter-rater agreement index has its own disadvantages, such as scale dependency, not showing the degree of identical matching and matching patterns, and so on, it is advised to report several inter-rater agreement indexes.

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.

초등학교 영어과 수행 평가의 서술식 기술 방법에 대한 실태 분석

김정렬,윤지여,김영미 한국영어교육학회 2004 ENGLISH TEACHING(영어교육) Vol.59 No.2

This study aims to demonstrate the fact that the required descriptive method for elementary school English performative assessment creates reliability problems by analyzing on-going assessment materials gathered from schools and investigating the related problems. For this purpose, teachers were surveyed and the results were analyzed. The study collected and analyzed the results of English performance tests based on 424 sixth graders’ achievement and assessment marks conducted by ten teachers in nine different elementary schools. The findings are: (1) the results of the study on intra-rater reliability showed that descriptive assessment was insignificantly affected by the increase in the number of assessments. (2) Rating by more than two assessors increased the reliability of scoring in self-assessment and peer-assessment, but the increase in number of assessors did not always show the increase of consistent correlation.

초등학교 영어과 CD-ROM 타이틀 활용에 관한 조사 연구

김장규,윤지여 한국초등영어교육학회 2002 초등영어교육 Vol.8 No.2

Learner Perceptions on the Effects of Different Types of Subtitles and Explanation Methods in the EFL Classroom Using Films

문은주,윤지여 영상영어교육학회 2014 영상영어교육 (STEM journal) Vol.15 No.3

This study investigated learners’ perceptions on the effects of different types of subtitles (captions) and explanation methods in English classes using films. The purpose of the study is to discover which types of subtitles and explanation methods the students prefer and perceive to be helpful for their understanding L2 (English) films and language development in the Korean EFL context. A total of 112 Korean university students participated in the explanatory survey chosen from two versions of a questionnaire in the pilot study. The overall results indicated that learners preferred watching L2 films with captions and believed captioning to be more effective for their language learning than no captioning. Specifically, Korean EFL university students preferred L1 (Korean) subtitles to L2 (English) subtitles and no subtitles. However, they believed that L2 subtitles were significantly more helpful and effective than the other two types of subtitles for language learning. In regards to explanation methods, although the learners seem to prefer watching the video clips before listening to the teacher’s explanation, the results of t tests for preference and perceived effectiveness showed no statistical differences. The findings of this study suggest that L2 subtitles can facilitate language learning in the EFL classroom using films.

음성 기술을 활용한 초등학교 영어 듣기·말하기 평가 문항 개발

김정렬,윤지여,김정애 한국초등영어교육학회 2004 초등영어교육 Vol.10 No.1

The objectives of this study were to develop test items for elementary school English listening and speaking using speech technology and to administer the test to find out the feasibility of implementing such a test in classroom situations. The tests were developed using flash and virtual lab, an speech technology embedded authorware, and verified by twenty English teachers in survey questions. The four sets of experimental tests are given in two locations for thirty sixth graders each. The survey was also conducted for student participants. The study also finds rater reliability between three teacher raters and a computer rating. The findings are as follows: Content validity of test items was confirmed and reliability of test items on listening were high, but reliability of test items on speaking was slightly low. The inter-rater reliability on three evaluators was remarkably high, but the inter-rater reliability on the computer was somewhat low.

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.

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