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미국 내 거주하는 ESL 학습자들의 영어 말하기 불안에 영향을 주는 변인 탐색
조미원 ( Jo Miwon ) 대한영어영문학회 2010 영어영문학연구 Vol.36 No.4
This study is to investigate variables in English speaking anxiety levels of ESL learners in America. A total of 205 students, aged 12 to more than 40, answered a questionnaire based on 40 selected items from Foreign Language Classroom Anxiety Scale, Horwitz & et. al. (1986) and Foreign Language Learning Motivation Scale, Young (1990). The results are as follows: First, ESL learners’ English language speaking anxiety level is lower than the median (M=2.79), and second, there are no significant differences in English language speaking anxiety levels based on gender and living location. Third, there are significant differences between the age of 12-18 learners’ speaking anxiety levels and other age groups [F(1, 203) = 13.73, p < .001]. Finally, there are significant differences between learning efficacy and English language speaking anxiety levels in ESL learners (β = -.38, t = -5.86, p < .001). Thess results suggest that teachers consider learners’ features to reduce their foreign language speaking anxiety. (Kyungnam University)
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인문계 고등학교 TEE 수업의 효율성: 학습자의 흥미 및 영어 말하기 불안감 변화를 중심으로
조미원 ( Jo Miwon ),김소은 ( Kim Soeun ) 대한영어영문학회 2012 영어영문학연구 Vol.38 No.1
The purpose of this study is to analyze high school students’ interest and anxiety changes when classes are taught only in English and to ascertain the effectiveness of TEE (Teaching English in English). English classes were taught only in English for approximately six months, and were grammar and reading oriented. 374 students were divided into three groups according to their English test scores. They were asked to fill out a questionnaire before and after the experimental classes. To verify the difference variables between before and after answers about the interests and anxiety, t-test was performed. ANCOVA was done to verify the difference in effect in student English levels. The result of this study shows that classes taught in English are effective in increasing student interest(p<.001), and decreasing anxiety(p<.001) in speaking concerning English language classes. (Kyungnam University)
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비대면 시대의 K대학 원격수업 인식 및 만족도 조사 연구
조미원 ( Miwon Jo ),김지영 ( Jiyoung Kim ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.2
본 연구는 코로나19 상황에서 실시된 대학생의 원격수업 인식 및 만족도, 만족도에 영향을 미치는 수업 인식 요인, 원격수업 운영 전반에 관한 인식을 살펴보는 데 목적이 있다. 이를 위해 경상남도 K대학교의 원격수업에 참여한 학생 1,614명을 대상으로 온라인 설문을 실시하였고 SPSS 25.0을 활용하여 일원변량분석, 단계적 회귀분석, 빈도분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 학습자들은 원격수업에 비교적 적극적으로 참여하였고 원격수업 만족도는 보통 이상으로 나타났다. 둘째, 원격수업 만족도에 영향을 미치는 수업 인식 요인은 수업 진행 속도, 교수의 열정적이고 성실한 수업 운영 등으로 나타났다. 셋째, 학습자의 선호 원격수업 방법은 교수자 얼굴이 포함 안 된 동영상 콘텐츠 수업, 원격수업의 장점은 반복 수강 가능, 단점은 수업 집중 어려움, 개선점은 강의 영상 질 개선으로 나타났다. 본 연구는 원격수업 만족도 향상 및 개선 방향의 기초자료로 활용할 수 있음에 의의가 있다. The purpose of this study is to examine the perception and the satisfaction of non-face-to-face online classes due to Covid-19. The survey was administered to 1,614 students from K University in Gyeongnam Province. Frequency analysis, one-way ANOVA, and stepwise regression analyses were conducted using the SPSS 25.0 program. The results of this study are as follows: 1) Students participated in the classes relatively actively, and the class satisfaction was above average. 2) As for the class perception factors, the speed of class progress and the sincere, enthusiastic class management were found to have positively influenced the students. 3) The class methods preferred were video content only classes without instructor faces. The advantage of the class is to rewatch class videos; students had difficulty concentrating on the classes, and the quality of the videos requires improvement. This study is significant in that it can serve as a basic data set for increasing the student satisfaction and improving online classes.
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강정희(Kang, Junghee),조미원(Jo, Miwon) 미래영어영문학회 2017 영어영문학 Vol.22 No.1
The purpose of this study is to investigate the authenticity of the expressions in elementary school English textbooks in South Korea. 14 native English speaking instructors from different national backgrounds analyzed 5 elementary school English textbooks for 6<SUP>th</SUP> grade with the 2 criteria of situational and linguistic authenticity. Situational authenticity consists of situational probability and consensus building with students. Linguistic authenticity consists of language expressions, style of formality, and conversation flow. The major results of this study are as follows. First, there are total 43 expressions found of which authenticity is insufficient: 5 in situational authenticity; 38 in linguistic authenticity. Second, most expressions whose linguistic authenticity is insufficient are due to language expressions and conversation flow. Therefore, textbook writers should use more natural and authentic expressions for students to have more confidence when they are using English.
KCI
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