한국 EFL 대학생들의 영어능력에 영향을 미치는 요인들의 영향력 분석

한다은(Han Da Eun) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.17

본 연구는 효과적인 영어 교수·학습에서 고려해야 할 요인들을 도출하고자 한국 EFL 대학생들의 영어능력(읽기, 듣기, 말하기, 쓰기)에 영향을 미치는 요인들을 파악하고, 이들 요인이 영어능력에 어떠한 영향을 미치는지를 분석하였다. 이를 위해 지방 소재 A대학의 재학생 231명을 대상으로 설문조사를 실행하였다. 영어능력의 영향요인으로는 글로벌 활동, 자기주도 학습능력, 자기표현력, 학습태도로 구성하였으며, 이들 요인이 영어능력 전체와 하위영역인 읽기, 듣기, 말하기, 쓰기 등 각각의 능력에 미치는 영향에 대해 SPSS 23.0을 사용하여 다중 회귀분석을 실행하였다. 그 결과, 이들 4개 요인은 영어능력의 43.8%를 설명하는 것으로 나타났으며, 글로벌 활동, 자기표현력, 학습태도, 자기주도 학습능력 순으로 영향을 미치는 것으로 나타났다. 각각의 영어능력에 대해 살펴보면, 읽기 능력에 대해서는 글로벌 활동, 자기표현력, 자기주도 학습능력, 학습태도 순으로 영향을 미치는 것으로 나타났으며, 듣기 능력에 대해서는 글로벌 활동, 학습태도, 자기표현력, 자기주도 학습능력 순으로 영향을 미쳤다. 쓰기 능력에 대해서는 글로벌 활동, 자기주도 학습능력, 자기표현력, 학습태도 순으로 영향을 미치며, 말하기 능력에 대해서는 글로벌 활동, 자기표현력, 학습태도, 자기주도 학습능력 순으로 영향을 미치는 것으로 나타났다. 이에 효과적인 영어교수·학습을 위해서는 영어능력에 유의미한 영향을 미치는 글로벌 활동, 자기주도학습능력, 자기표현력, 학습태도 요인을 고려하여 학습방법과 전략을 개발하여야 할 것으로 판단된다. 또한, 읽기, 듣기, 말하기, 쓰기 등의 4가지 영어능력을 향상시키기 위해서는 영향 요인들의 고려 비중이 달라져야 할 것이며 이에 따른 효율적인 교수·학습방법을 적용하는 것이 필요함을 시사하고 있다. This study identifies factors affecting English proficiency (reading, listening, speaking, and writing) of Korean EFL college students to derive factors to be considered in effective English teaching and learning, and how these factors affect English proficiency. Analysis. To this end, a survey was conducted on 231 students from A University in G-city. The factors influencing English proficiency consist of global activities, self-directed learning ability, self-expression, and learning attitude, and the effect of these factors on each ability, such as reading, listening, speaking, writing, etc. Multiple regression analysis was performed. As a result, it was found that these four factors accounted for 43.8% of English proficiency, and influenced in the order of global activity, self-expression ability, learning attitude, and self-directed learning ability. Looking at each English proficiency, it was found that global literacy, self-expression, self-directed learning ability, and learning attitude had an influence on reading ability, and global activity, learning attitude, self-expression, and self-direction on listening ability. It affected learning ability in order. For writing ability, it was found that it affects global activity, self-directed learning ability, self-expression ability, and learning attitude in order, and for speaking ability, it affects global activity, self-expression ability, learning attitude, and self-directed learning ability in order. In order to effectively teach and learn English, it is considered that learning methods and strategies should be developed in consideration of global activities, self-directed learning ability, self-expression ability, and learning attitude factors that have a significant influence on English ability. In addition, it suggests that in order to improve English proficiency such as reading, listening, speaking, and writing, the weight of consideration factors must be changed and it is necessary to apply effective teaching and learning methods.

다이얼로그플로우를 활용한 대화형 AI 챗봇 제작 및 초등 영어 수업에의 적용

한다은(Da Eun Han) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.17

목적 코로나 19와 같은 불가피한 상황은 학사 운영에 큰 변화를 가져왔으며, 이에 따라 비대면 수업 운영 방안에 대한 논의가 활발히 이루어져 왔다. 이에 학교 수업에서의 AI 챗봇의 활용은 비대면으로 언제 어디서든 상황에 구애받지 않고 학습 공백을 최소화 할 수 있다는 새로운 가능성을 보여줄 것으로 판단된다. 이에 본 연구에서는 초등영어 교과서의 내용을 바탕으로 다이얼로그플로우를 이용한 대화형 AI 챗봇을 제작하는 방법을 소개하였다. 아울러, 제작된 AI 챗봇을 교실 현장에 적용하여 챗봇과의 상호작용에 대한 초등학생들의 반응과 인식을 바탕으로 그 활용 가능성 및 한계점을 살펴보고자 하였다. 방법 이를 위하여 현장 수업 진도에 맞게 단원을 설정한 뒤 다이얼로그플로우를 활용하여 AI 챗봇을 제작하였고, 이를 초등영어교육 현장에 적용하였다. 제작된 챗봇 활용의 가능성 및 한계점을 알아보기 위해 초등학교 5학년 학생 117명을 대상으로 학생들의 인식과 반응을 분석하기 위한 사후 설문조사를 실시하였다. 결과 다이얼로그플로우를 활용하여 계정 만들기, Intent 만들기, Entity 만들기, Integration으로 Web Demo 만들기, Web Demo 실행하기의 단계로 초등학교 교과서의 다이얼로그 연습에 등장하는 표현을 활용하여 대화문을 작성해 AI 챗봇을 제작하였다. 다이얼로그플로우의 History 기능과 활동지 결과물, 그리고 설문 결과를 바탕으로 초등영어교육 현장에서 제작된 AI 챗봇의 활용 가능성과 한계점을 제시하였으며, 요약하면 다음과 같다. 학생들은 AI 챗봇에 대해 높은 관심과 흥미를 갖고 있고, 이것이 영어에 대한 학습 동기와 연결된다는 점에서 챗봇의 긍정적인 영향을 확인할 수 있었다. 더불어 반복되는 챗봇과의 대화는 영어 표현의 정확성을 유도하는 등 학습 효과를 불러일으키는 점 역시 눈여겨 볼만 하다. 반면, 제작된 AI 챗봇이 갖는 한계점 역시 간과할 수 없다. 챗봇과 대화 중 초등 학습자의 표현을 잘 인식하지 못해 답답했다는 의견이 많았으며, 제작된 챗봇이 교과서에 소개되어 있는 질문이나 답변만을 수용하여 학습이 한정적이라고 느껴 흥미를 별로 못 느낀 학생들도 종종 보였다. 결론 본 연구 결과는 사용자와 챗봇의 충분한 상호작용이 가능한 대화형 영어 학습용 챗봇 개발의 기초자료로 활용될 수 있을 것이다. 더불어 본 연구에서 제작된 챗봇처럼 초등영어 교과서를 활용하여 다이얼로그 연습용 챗봇으로 직접 개발을 할 수 있다면 학교 현장 뿐 아니라 초등영어 학습자가 가정에서 자기주도적 학습을 진행하는 것에도 도움을 줄 수 있을 것이다. 앞으로 4차 산업혁명 시대에 걸맞게 영어 수업 현장에서 AI 챗봇 활용이 활발히 이루어짐에 따라 더욱 스마트하고 효과적인 영어 학습용 챗봇이 개발되어 영어 교수·학습에 큰 기여를 할 수 있기를 기대한다. Objectives Inevitable circumstances such as COVID-19 have brought about a major change in the operation of the school, and accordingly, discussions have been actively conducted on how to operate non-face-to-face classes. In such a situation, the use of AI chatbots in school classes is expected to show new possibilities of minimizing the learning gap regardless of the situation anytime, anywhere without face-to-face. In this study, based on the contents of elementary English textbooks, a method of developing a conversational AI chatbot using dialog flow was introduced. In addition, by applying the manufactured AI chatbot to the classroom, it was attempted to examine the possibilities and limitations of its use based on the responses and perceptions of elementary school students on interaction with the chatbot. Methods To this end, after setting up the units according to the progress of the field class, an AI chatbot was created using the dialogflow, and this was applied to the elementary English education field. In order to find out the possibilities and limitations of using the developed chatbot, a post-survey was conducted to analyze the perceptions and responses of 117 students in 5th grade of elementary school. Results Using the dialogflow to create an account, create an intent, create an entity, create a web demo with integration, and run a web demo, an AI chatbot was created by writing a dialogue using expressions that appear in dialog exercises in elementary school English textbooks. Based on the History function of the dialogflow, the results of the activity sheet, and the survey results, the possibilities and limitations of the AI chatbot developed in the elementary English education field were presented, and the results are as follows. Students showed high interest and interest in AI chatbots, and the positive impact of chatbots was confirmed in that it was connected with learning motivation for English. In addition, it is worth noting that repeated conversations with the chatbot induce learning effects such as inducing the accuracy of English expressions. On the other hand, the limitations of the manufactured AI chatbot cannot be overlooked. There were many opinions that it was frustrating because they could not recognize the expressions of elementary school students during the conversation with the chatbot. Also, there were often students who felt that learning was limited because the developed chatbot only accepted questions and answers introduced in textbooks, so they did not show much interest. Conclusions The results of this study can be used as basic data for the development of an interactive English learning chatbot capable of sufficient interaction between the user and the chatbot. In addition, if you can directly develop a chatbot for dialogue practice using elementary English textbooks like the chatbot developed in this study, it will be helpful not only in the school field but also in the self-directed learning of elementary English learners at home. As AI chatbots are actively used in English classrooms in line with the era of the 4th industrial revolution, it is expected that smarter and more effective English learning chatbots will be developed to make a great contribution to English teaching and learning.

여성 방광암 발생 위험 인자로서의 대사 건강 상태에 관한 연구: 우리나라 여성의 국민건강보험공단 국가 건강검진 자료 활용

한다은(Da Eun Han),안순태(Sun Tae Ahn),김종욱(Jong Wook Kim),오미미(Mi Mi Oh),문두건(Du Geon Moon),한경도(Kyungdo Han),박홍석(Hong Seok Park) 대한비뇨기종양학회 2021 대한비뇨기종양학회지 Vol.19 No.4

Purpose: This study investigated metabolic health status as a risk factor for female bladder cancer using the National Health Checkups databases of Korea. Materials and Methods: We defined obesity if body mass index was ≥25 kg/m² and normal weight as <25 kg/m². Metabolic unhealthiness was defined when 3 or more criteria of metabolic syndrome were met. A total of 11,461,618 women who took National health Checkups between 2009 and 2012 were categorized as metabolic healthy normal weight (MHNW), metabolic unhealthy normal weight (MuHNW), metabolic health obese (MHO), and metabolic unhealthy obese (MuHO). Multivariable-adjusted Cox regression was done to analyze the hazard ratio of bladder cancer. Results: The mean age was 48±11.55 years and body mass index was 23.19±2.13 kg/m². During 5.4±1.1 years of follow-up, 3,893 patients were newly diagnosed with bladder cancer. Compared to MHNW group, the hazard ratio of MuHNW group and MuHO group were 1.237 and 1.288, respectively, while 0.997 in the MHO group. As the number of metabolic unhealthy criteria increased, the cumulative incidence of bladder cancer increased. Conclusions: As a result of a large-scale study conducted on the female population in Korea, the risk of bladder cancer increased with metabolic unhealthiness. Even with normal weight, if metabolically unhealthy, the risk of bladder cancer increased. The greater the degree of metabolic unhealthiness, the higher the risk of bladder cancer. Education on metabolic healthiness concerning female bladder cancer is necessary.

지속적 발열 환자에서 반복 혈액배양이 유효한 균 동정률에 영향을 미치는 지에 대한 근거기반간호 사례

김나현(Kim, Na Hyoun),최현임(Choi, Hyun Yim),이미순(Lee, Mi Soon),이미경(Lee, Mi Kyung),한다은(Han, Da Eun),김혜정(Kim, Hye Jung),최정순(Choi, Joung Soon),이미정(Lee, Mi Jung),박정옥(Park, Jeong Ok),서은정(Seo, Eun Jeoung) 한국근거기반간호학회 2020 근거와 간호 Vol.8 No.1

수돗물불소농도조정사업에 대한 인지도와 관련요인 분석

김유진 ( Yu Jin Kim ),백소영 ( So Yeong Baek ),안세연 ( Se Yeon An ),이미희 ( Mi Hui Lee ),이선영 ( Seon Yeong Lee ),이연주 ( Yeon Ju Lee ),이유리 ( Yu Ri Lee ),인미희 ( Mi Hui In ),한다은 ( Da Eun Han ),최준선 ( Jun Seon Choi ) 한국치위생학회 2012 한국치위생학회지 Vol.12 No.5

Objectives: The purpose of this study was to investigate the factors related to the awareness level of community water fluoridation program. Methods: 700 subjects were surveyed among the residents living in Incheon Metropolitan City. Data were collected on awareness of community water fluoridation program, general factors, oral health behavior, self-reported oral health and oral health interest. The factors related to the awareness level of community water fluoridation program were analyzed by t-test, a one way ANOVA and multiple linear regression analysis. Results: 1. Subjects` ages were 40~59 years, monthly average incomes were more than 3 million won and higher their educational levels had a higher awareness level of community water fluoridation program(p<0.01). 2. People who brushed their teeth more than three times a day, used oral hygiene devices, and had periodic oral examination and removed plaques were had higher awareness level of community water fluoridation program(p<0.01). Especially, the use of oral hygiene devices was the strongest factor in relation with the awareness level of community water fluoridation program(p<0.01). 3. People who had a fine self-reported oral health, highly interested in dental hygiene and made an effort to keep oral health were had higher awareness level of community water fluoridation program(p<0.001). Conclusions: The awareness level of community water fluoridation program was related to oral health behavior, self-reported oral health and oral health interest. So, in order to expand the areas for community water fluoridation program, it is important to educate to the right information about objectives, safety, dental caries preventing effect of the community water fluoridation program. And the education and publicity on general oral health will have an affirmative effect on expanding community water fluoridation program.