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코로나19 사태에서 온라인 영어 수업에 대한 초등학생 및 학부모 인식 조사: 실시간 대 비실시간 수업 비교
최원경(Choi, Wonkyung) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.4
It seems indescribable how greatly the COVID-19 has impacted public schools not only in Korea but also all over the world. Since the outbreak in early 2020, elementary schools in Korea have implemented classes based on online platforms in order to practice the social distancing measures. However, there have been growing concerns about whether synchronous or asynchronous classes would better fit the elementary school context. Despite those concerns, there has not been a lot of research on this issue. Therefore, the present study aims to investigate elementary school students’ and parents’ perceptions of the two different online methods. It surveyed a group of students and parents who had participated in both synchronous and asynchronous classes in Seoul. The results show that, first, students and their parents alike preferred synchronous to asynchronous online methods. Second, their perceived achievements in synchronous classes were also better than those in asynchronous classes, although the effects of sex and grade variables were insignificant. Last, the major factor on the preference and perceived achievements of the synchronous method seems to be the interaction between the teacher and students. This study is expected to provide pedagogical implications for designing better online classes in the future.
음성대화기반 챗봇 EBSe AI 펭톡에 대한 초등학생 인식 조사
최원경(Choi, Wonkyung) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4
There have been increasing attempts at using AI (artificial intelligence) chatbots in the elementary English classroom, where many researchers have created their own AI chatbots to be implemented in such small-scale field research. However, AI Pengtalk, a newly released AI chatbot designed by EBS and ETRI, is a possibly groundbreaking application for English education for elementary school students. This app is distributed to public elementary schools nationwide free of charge in April, 2021. The present study investigates 5th graders’ recognition on AI Pengtalk and factors that influence their participation and satisfaction after using the app over a 10 week period. The results show that gender is a statistically significant factor that affects students’ participation of using the app. Although students’ satisfaction rate over the app appears to be quite high, it is not particularly related to their perceived speaking abilities. It is also shown that prior experience of AI chatbots significantly influences students’ satisfaction with the app. In conclusion, the present study suggests pedagogical implications not only for teachers who try to apply AI Pengtalk in their classroom for boosting students’ motivation, but also for the app designers who desire to improve the quality of the app by overcoming temporary novelty effects.
면대면 대 비대면 강의 만족도 비교 : 코로나19 사태에서의 대학원 교양영어 수업 사례 연구
최원경(Choi, Wonkyung) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.4
COVID-19 has undeniably caused tremendous uncertainty in the education sector since its outbreak in early 2020. College-level classes have transitioned into online from offline classes in order to contain the virus, and this seems to be a global trend. This study aims to explore factors that affect student satisfaction in an online graduate school English class that had previously been taught face-to-face, prior to the pandemic. The study compares surveys of offline versus online classes, which were administered before and after the pandemic crisis. Further, qualitative data from in-depth interviews with students were collected. The results show that the quality of contents as well as the validity and reliability of evaluation are some of the main factors that affect student satisfaction of the online class. The interaction between an instructor and students, along with teaching presence, are also major factors. External factors like the environments surrounding students and the ease of Internet access could possibly affect the satisfaction. These factors should be considered when designing successful online classes. This study may provide valuable implications for better online classes in the future.
2022 개정 영어과 교육과정 ‘전략’의 의미와 적용 시 고려사항
최원경(Wonkyung Choi) 한국영어평가학회 2022 영어평가 Vol.17 No.2
This study is a theoretical inquiry on the term ‘strategies’, which appears in the official document of the 2022 revised English curriculum for elementary and middle schools in Korea. Although this term has been quite frequently investigated in the academic field of second language acquisition since the 1970s, it has not been fairly emphasized in the previous curricula probably because the teachability of strategies is not firmly established. As a result of a literature review, this study shows that despite the ambiguity of the definition of the term, strategies are generally considered as either L2 learners’ communication strategies (CS) to solve communication breakdowns or as their learning strategies (LS) to efficiently acquire knowledge. It also displays that strategies in the new curriculum turn out to be more LS than CS, both of which should be well instructed and evaluated in public schools under the new curriculum. This study then presents some significant considerations about how to teach and evaluate strategies. Unlike linguistic knowledge, strategies can be seen as procedural knowledge. Therefore, strategies should be treated in a similar manner to knowledge from the affective domain. English teachers are strongly advised to teach strategies according to L2 learners’ individual aptitudes and preferences, and to use processfocused assessment.
2008 개정 교육과정 초등학교 영어교과서 어휘 분석을 통한 교육과정 어휘 규정에 대한 제언
최원경(Choi, Won-Kyung) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3
This study investigates the currently-used elementary English textbooks which were qualified in 2010 and 2011 under the present national curriculum, in an attempt to discuss their lexical aspects and limitations and suggest ideas for amending guidelines of vocabulary use in the textbooks. In order to attain this research goal, this study examines a total of 21 qualified textbooks using corpus analysis as a research method. The results indicate that there are variations of vocabulary use in the fifth and the sixth grade textbooks. In the meantime, hierarchical discrepancies are found from the third to the sixth grade textbooks throughout the analysis. Therefore, this study makes hνo suggestions on the guidelines of vocabulary use. First, it claims that the wordlist which is strongly recommended for elementary level should be magnified, and instead, its mandatory use should be expanded from 75 percent to 90 percent or above to enhance the best effect of vocabulary control. Second, it also proposes that hierarchical wordlists should be presented to narrow the gaps between the grades. These nνo suggestions are to point to a right direction for the textbooks published in the future, with cautiously amended guidelines of the national curriculum.