Issues and Challenges in Offering English-Medium Instruction: A Close Examination of the Classroom Experiences of Professors

최수정 ( Soo Joung Choi ) 대한영어영문학회 2013 영어영문학연구 Vol.39 No.2

As part of a larger qualitative study, this article examines the ways the national English-medium instruction (EMI) policy is experienced in college classrooms by looking closely into the issues and practices of nine professors working in a regional private university in Korea. I collected data mostly from in-depth interviews and analyzed them qualitatively. The findings reveals that the professors had mixed feelings about their experiences of teaching English-medium classes. While a few were positive about offering EMI because it encouraged students’ participation in class, others evaluated their experience negatively because EMI required them to focus heavily on improving students’ English skills. Still others were ambivalent, expressing frustration with the need to spend much time preparing, while thinking positively of EMI as an opportunity for career advancement. The professors considered that EMI required new teaching approaches and techniques distinct from those used in Korean lectures, which they found challenging. They also regarded students’ low English proficiency as problematic. The study recommends setting up an official EMI preparation program designed to equip students with academic English skills as one example of a concrete management plan for higher education institutions in Korea. (Yonsei University)

Critical Literacy in the EFL Classroom: Perspectives of Undergraduates on Reading beyond the Text

최수정(Soo Joung Choi) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.3

This paper reports on a qualitative case study that explored the possibility of developing critical literacy within a general English reading program at the collegiate level in Korea. Conducted in the context of a mandatory English class with a novice instructor and 39 freshmen, the study aimed to bring to light the way critical literacy was closely related to the students ability to read beyond the text. Data were collected from classroom observations, a student reflection paper, and instructor interviews, and were analyzed qualitatively. The findings illustrated that the critical approach to literacy offered students an opportunity to situate their reading practices within the larger sociopolitical world and to develop critical consciousness through collaboration. Dissatisfied with the traditional cognitively oriented and teacher-centered approach to reading, the students spoke highly of the critical literacy approach as it allowed them to reflect critically on the issues presented in the text, which were relevant to their lives, to form and express their own opinions, and to search for ways to bring about changes. Although students had positive experiences in the critical literacy class overall, they encountered some challenges as well. Implications for successful implementation of critical literacy are suggested.

검 프린트(Gum Bichromate Print)의 독성에 대한 대안적 프로세스: DAS를 이용한 4색 젤라틴 피그먼트의 적용

최수정 ( Choi Soo-joung ),신성균 ( Sheen Sung-kyoon ) 한국사진학회 2020 AURA Vol.0 No.45

Many artists use Gum Print's pictorial attributes in their photographic works by hand. However, due to the hazards of the dichromate used in this process, special attention is required, and studies on alternative materials are needed. Therefore, we conducted an experiment to find the appropriate ratio required for the preparation of the photoresist using DAS, a low-toxic material that can replace bichromate, and compared it with the gumprint by printing a photographic work based on the obtained data. As a result of the experiment, it was possible to obtain a quality equal to or higher than that of the gum print in color reproduction, and reproduce a faster and more detailed image. It is hoped that the results of this study will be used to expand the possibilities of artistic expression of traditional color processes, and to allow artists to devote themselves to the creation of artworks free from the dangers of harmful substances.

수능영어 절대평가 정책에 대한 학습자 인식 연구 ―2018학년도 수능 수험생을 중심으로

최수정 ( Soo Joung Choi ),최종갑 ( Jong-gab Choi ) 21세기영어영문학회 2018 영어영문학21 Vol.31 No.4

The present study investigated students' perceptions of the new criterion-referenced assessment on the English section of the College Scholastic Ability Test (CSAT). A total of 285 college freshmen, who took the 2018 CSAT, completed a questionnaire comprised of eighteen close-ended questions and four open-ended questions. Both quantitative and qualitative data were analysed to answer the research questions. The results of the study showed that, overall, students tended to think favorably of the new policy since it has alleviated the excessive pressure to achieve high scores in English, which in turn has motivated them to set their own learning goals and made self-directed learning possible. However, students with negative attitudes remarked that the new policy has rendered English worthless on the CSAT, causing them to put little emphasis on studying English. Moreover, the new policy was negatively perceived by students who are good at English because they could no longer leverage their superior English skills to excel compared to others at the CSAT. Students who were neutral expressed their skepticism about the much-expected change this new policy was supposed to bring to the current educational setting, mainly because it was the scoring system that was modified, not the content of evaluation. The results further indicated that high school English classrooms are still dominated by rote learning of grammar rules and reading practice, with a heavy emphasis on CSAT preparation. We argue that the new policy needs careful readjustment in order for it to be successfully implemented, thus achieving the goal of normalizing public education and creating communicative classrooms in secondary schools in Korea.

영어의 사회문화적 힘과 이에 대응하는 한국 대학생들의 태도에 대한 고찰

최수정 ( Soo Joung Choi ) 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.4

The purposes of the study are to examine what sub-constructs of learner autonomy in English language learning are, and how these sub-constructs are strongly related to student`s autonomy. For this study, a questionnaire examining the learner`s autonomy was developed and administered to 79 university students. ANOVA, correlation, and multiple regression were employed for data analysis. As a result of this study, it was found that responsibility, self-confidence, meta-cognitive strategy use, and student`s perceived teacher`s autonomy support meaningfully influenced on student`s autonomy. In particular, as a result of correlation, it was found that 4 sub-constructs were separately correlated with learner autonomy. When the four variables were considered as predictors at the same time, it was found that the three variables (responsibility, self-confidence, perceived teacher`s autonomy support) together accounted for 61% of variance of learner autonomy. These results showed that four constructs were significant predictors of learner autonomy. (Chungnam national university)

영어독해 수업에서 문법의 역할 및 교수 방법: 한국 대학생들의 인식을 중심으로

최수정 ( Choi Soo Joung ),최종갑 ( Choi Jong Gab ) 대한영어영문학회 2015 영어영문학연구 Vol.41 No.4

The present study investigated college students’ perception of and attitude toward the role of grammar and effective grammar instruction in a reading class in Korea. A questionnaire composed of twenty-seven close-ended questions and four open-ended questions was used to collect data from ninety-nine university students. The data were analyzed both quantitatively and qualitatively. The findings of the study showed that: 1) the participants found grammar study stressful, tedious, and difficult, while recognizing it was important for improvement of their overall English proficiency; 2) students were not confident in their grammatical competence; 3) they felt that grammatical knowledge facilitated L2 reading comprehension; 4) they preferred the use of inductive grammar instruction in reading classes as they believed that the inductive approach allowed them to participate in the learning process actively by discovering rules by themselves, which they considered conducive to long-term memory; and 5) the participants expressed their distaste for the meaning-deprived, rote learning of grammar, hoping to study the subject with ample examples and opportunities to use their grammatical knowledge in actual communication situations instead. This study draws attention to the importance of context-embedded and production-oriented grammar instruction in reading classes. (Yonsei University)

선천성 가로막 이탈로 오인된 우측 가로막 내장탈출

김경수 ( Kyoung Soo Kim ),정재일 ( Jae Il Joung ),김정호 ( Jeong Ho Kim ),김봉성 ( Bong Seong Kim ),박기영 ( Kie Young Park ),이정주 ( Jung Joo Lee ),박종빈 ( Jong Bin Park ),최수정 ( Soo Jung Choi ) 대한주산의학회 2004 Perinatology Vol.15 No.2

Diaphragmatic eventration is an abnormal elevation of an intact diaphragm into the thoracic cavity as a result of paralysis, aplasia or atrophy of muscular fibers, which accounts for 5~10% of all diaphragmatic disorders. Congenital eventration result from a incomplete muscularization of the pleuroperitoneal membranes at 8~10 weeks` menstrual age, the cause of this failure is not known. Although some patients are asymptomatic and find out incidentally, significant compression of the affected chest contents can result in severe respiratory distress. The differentiation between congenital diaphragmatic eventration and congenital diaphragmatic hernia by sonography may be difficult, but important because of a significant differences in postnatal management and prognosis. We experienced a case of right congenital diaphragmatic eventration with severe respiratory distress during immediate postnatal period, who was initially diagnosed as congenital diaphragmatic hernia and performed plication at 18 hours after birth. So we report this case with review of literatures.