대학 교양영어에 대한 연구 동향 분석

하명애 ( Ha Myeong-ae ) 한국현대언어학회 2017 언어연구 Vol.33 No.3

This study aims to examine research trends on college English education in Korea. For this study, a total of 227 research articles written between 1968 and the first quarter of 2017 were selected. The research articles were analyzed by educational purpose, research topics, context, and research methods. The results are as follows; the number of research articles on college English education has rapidly increased since 2000, and the educational purpose has been changed from reading-focused education to developing communicative skills. Two topics (level-differentiated classes and the use of multi-media on college English education) have received more attention after 2000. In terms of methodology, the most frequently used research was quantitative (70.1%) compared to qualitative(7.5%) and mixed research(18.9%) methods. This research identifies that college English education is becoming one of the main research areas in Korea. Further researches with creative topics and various methods on college English education are expected. (Daejeon University)

듣기중심과 읽기중심의 교수 차이가 대학생 영어 학습자의 토익 점수 향상에 미치는 영향

하명애(Ha, Myeon-Ae) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.4

The purpose of this study is to investigate the effects which different teaching methods have on the improvement of TOEIC scores of college English learners. To achieve the goal of the research, the researcher taught two classes of TOEIC using different teaching methods; one class focusing on listening-focused activities and the other on reading-focused activities including vocabulary and grammar exercises. The research was implemented over a 14-week period with each class having 40 students. The 80 subjects took mock-TOEIC tests three times while the research was being conducted, and the results were analyzed. The study showed that the students of the reading-focused class achieved higher scores than those of the listening-focused class by the statistically significant difference in the post-tests. Surprisingly, LC(Listening Comprehension) scores of the reading-focused class improved more than those of the listening-focused class. Also, in the reading-focused class, students having upper level English ability showed statistically more of a significant improvement than those of lower level ability, while in the listening-focused class the levels of students’ English ability didn’t show a statistically significant difference. However, despite the difference of teaching methods, students’ overall scores of TOEIC during the research have improved in both of the classes.

포스트코로나 시대의 비대면 수업에 대한 영어원어민교수자의 경험과 인식 연구

하명애(Myeong-Ae Ha) 한국중원언어학회 2021 언어학연구 Vol.- No.60

The purpose of this study is to explore the experiences and perceptions of native English-speaking instructors with regard to non-face-to-face classes in the post-COVID-19 era. To achieve the research objectives, an online survey was conducted on 8 native English-speaking instructors. Teaching tools and class types were analyzed by a quantitative method of measuring the frequency, and the contents of the open questionnaire were analyzed by a qualitative research method. The results showed that instructors utilized various tools with recorded lectures in the first semester of 2020, when non-face-to-face classes started due to COVID-19, while real-time classes using ZOOM increased in the first semester of 2021. Native English-speaking instructors mentioned repeated learning and increased communication opportunities as strengths of non-face-to-face classes, but recognized the limitation to meaningful interactions with learners. Instructors regarded it hard to make teaching plans in unpredictable situations and difficult to use the school’s LMS. Despite these difficulties, native English-speaking instructors have recognized that they are improving by adapting to the new education environment. This study suggests further research on the online classes of native English-speaking instructors in the post-COVID-19 era.

대학 신입생의 영어 학습 사전경험과 대학영어교육의 학습기대에 대한 고찰

하명애(Ha, Myeong-Ae) 새한영어영문학회 2018 새한영어영문학 Vol.60 No.3

The purpose of this study is to investigate the prior English learning experiences of Korean EFL freshmen and their learning expectations on college English education. The participants were 153 freshmen who were asked to write essays about their previous English learning experiences from elementary to high school years. The findings of the study showed that Korean EFL freshmen had negative learning experiences in high schools due to teaching methods only focusing on college entrance exams as well as grammar-centered instruction, and that they were less influenced by private lessons than school English education as they moved up to high school. This study also indicates that Korean EFL freshmen expect to have “different English classes from high school classes” in college English education. This implies that they have a positive attitude and higher expectations towards college English education compared to their previous English learning environments. This study suggests a need to develop and design college English courses which enable Korean students to have successful English learning experiences and to improve their English abilities.

교양영어 수업에서 원어민교수의 한국어 구사에 대한 교수와 학습자의 인식연구

하명애(Ha, Myeong-Ae) 새한영어영문학회 2015 새한영어영문학 Vol.57 No.3

The purpose of this study is to explore the effect of native English-speaking professors’proficiency of Korean language and its perception between native English-speaking professors and students in college English courses. To achieve the goal of this research, both quantitative and qualitative research has been performed. For the quantitative research, the researcher conducted a survey of 21 native English-speaking professors and 143 college students. The qualitative research was conducted through two native English-speaking professors and four students by means of classroom observations and in-depth interviews. The results show that native English-speaking professors, as well as Korean students, consider that native English-speaking professors’ proficiency of Korean language can be helpful and effective for classroom interaction with students, and they wished they could command Korean in their classes. The study has also found that active students are less influenced than the passive ones by native English-speaking professors’ Korean proficiency. The result implies the need for Korean language education for the professional development of native English-speaking professors and differentiated classes by students’level of English proficiency in the native English-speaking professors’ courses.

대학 교양영어 과정에서 학습자가 인지한 원어민과 한국인 교수의 수업의 질과 학습자 태도

하명애(Ha, Myeong-Ae) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.2

The purpose of this study is to examine how college students perceive the quality of class and their learning attitudes in college English courses taught by native English-speaking professors and Korean professors. To achieve the goal of this research, both quantitative and qualitative research has been performed. For the quantitative research, the researcher conducted a survey of 87 students. The qualitative research was conducted through six students by means of in-depth interviews. This study investigated the quality of class in the aspects of the ‘teaching methods and the instructor attitudes’ and the ‘contents of class.’ The results show that the college students have more positive perception of the ‘teaching methods and the instructor attitudes’ in the classes of the Korean professors, while having more positive perception of the ‘contents of class’ in the classes of the native-English professors. The study has also found that students showed better class participation and learning interest in native-English professors’ classes, which seems to be caused by the different courses taught by native English-speaking and Korean professors. The result implies the need for professional development for both native English-speaking and Korean professors, which demands them to provide improved contents with better teaching methods to college English courses.

대학 비교과 영어 프로그램의 효과 사례연구: 원어민교수 수업을 중심으로

하명애(Ha Myeongae) 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.2

This study aims to find out the effects of extracurricular English programs in college education, focusing on native-English speaking instructors’ classes. These programs were designed to help college students improve their English communication skills through extracurricular courses taught by native-English instructors over an eight-week period. Both quantitative and qualitative research has been performed in this study. A survey of 96 students was conducted and the participants’ English competence was measured by interviews with native-English instructors both prior to and at the end of the programs. Data was also collected by students’ journals and from interviews with both students and instructors. The results show that the extracurricular English programs help students achieve better communication skills. As extracurricular English programs were not compulsory, the instructors claimed that the students who participated in the programs showed higher academic motivation. On the other hand, since there were neither evaluations nor obligations for the programs, instructors had difficulty in effectively managing their classrooms and controlling students’ absences. The study suggests the need for further research on the extracurricular English programs, such as connecting evaluations to the regular courses as well as level-differentiated classes for helping students achieve higher levels of English proficiency.

현직 영어교사를 위한 심화연수 효과의 초ㆍ중등 교사 간 비교 연구

하명애(Myeong-Ae Ha) 한국중원언어학회 2009 언어학연구 Vol.0 No.14

The purpose of this study is to compare the effect of intensive in-service English teacher training program between elementary and secondary English teachers. To examine the effect of intensive in-service English teacher training, a questionnaire was distributed to 296 teachers who had completed the intensive English teacher training program at X university in 2006, and 178 teachers participated in the survey. The results of this study showed a significant difference in the aspect of attitude between two groups after intensive in-service English teacher training. In addition, the elementary school teachers showed more positive instructional changes than secondary school teachers. The result of this study also shows that the effect of intensive in-service teacher training was very strong right after the completion of the training program, while the effect grew weaker after some time.

EFL 상황에서의 영어교사의 전문성 고찰

하명애(Ha, Myeong-ae),민찬규(Min, Chan Kyoo) 한국영어교과교육학회 2008 영어교과교육 Vol.7 No.2

The purposes of this study are to identify what the constituents of English teachers’ professional competency are and to examine how each group of English teachers and English education professionals understand the definitions of English teachers’ professional competency in EFL context. The procedures of this study were as follows: First, literature was reviewed on the foreign language teaching and teachers professional competency to support theoretical background. Second, a survey was conducted for two groups of English teachers and English education professionals. The survey asked the constituents and factors of English teachers’ professional competency. Also four dimensions of professional competency were examined according to each aspect of knowledge, skills, attitude, and reflection, respectively. The results of the study are as follows: 1) both English teachers and English education professionals agreed that the fundamental factors for English teachers’ professional competency are English teachers’ knowledge on target language and the skills on how to teach English: 2) among the four aspects of knowledge, skills, attitude, and reflection, there were no meaningful differences between two groups in the aspects of knowledge and skills while there were meaningful differences in the aspects of attitude and reflection: 3) English education professionals showed higher awareness for the aspects of attitude and reflection than English teachers.

대학 교양영어의 수준별 수업 운영에 대한 고찰

하명애(Ha, Myeongae) 새한영어영문학회 2017 새한영어영문학 Vol.59 No.1

This study aims to investigate the level-differentiated college English classes in college, in particular with the case of A university located in a provincial area. To achieve the goal of this research, both quantitative and qualitative research has been performed. For the quantitative research, the researcher conducted a survey of 164 students from two different levels of classes(48 from higher level classes and 116 from lower level classes). For the qualitative research, interviews with 4 professors were analyzed. Most of the students participated in the research have low level of English proficiency, having TOEIC scores between 300s and 400s. The results show that the number of higher level classes is much fewer than lower level classes. Even some students who were assigned to register higher level classes avoided registering higher level classes because they did not think they were higher level students. Also students were very concerned about the evaluation regardless of their levels. Higher level students were more positive toward professors, English learning attitude, and self-evaluation of English studying. This research suggests the needs for programs that enhance lower level students’ learning attitude and motivation as well as basic English skills.