Using a Student Response System (Socrative) as a PreReading Method in an EFL Reading Environment

Cha. Yoonjung 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

The purpose of this study is to explore whether a student response system (SRS), Socrative, can be effective in supporting students’ reading comprehension when applied at the pre-reading phase. The purpose of utilizing Socrative was to enhance participation and promote collaboration among learners when they interact with one another in order to discuss their background knowledge of the reading passage. The 81 participants were comprised of undergraduate students from Gyeonggi province. They were assigned to two different groups, an experimental group using Socrative, and a control group without Socrative. The participants took the pre-test prior to performing the pre-reading activities. Then, both groups went through identical prereading activities with the exception being that one group used Socrative. After the pre-reading activities, a post-test was conducted in order to examine the learning gains. There was a significant difference found within the group using Socrative from the pre- to the post-tests; however, no significant difference was found between the two groups (Socrative versus non-Socrative). Participants’ perspectives on using Socrative were reported using both questionnaires and interviews. Participants showed a positive attitude toward using Socrative for reading classes. Pedagogical implications and futures studies were suggested based on the findings of this study.

Effects of Different Vocabulary Learning Modes on EFL University Students

( Yoonjung Cha ) 한국멀티미디어언어교육학회 2020 멀티미디어 언어교육 Vol.23 No.1

The purpose of this study is to examine two different vocabulary learning modes in an EFL reading environment. The participants were comprised of 107 university students who registered for a mandatory English course. They were divided into three different groups: a PB (paper-based) group, a GB (game-based) group, and an RB (recall-based) group. The PB group used a traditional method of learning vocabulary while both the GB group, and RB groups used a mobile vocabulary application. All three groups took a pre-vocabulary test at the beginning of the semester, then, carried out two different vocabulary activities: write a definition and fill-in. After the activities, the students took the post-vocabulary test. At the end of the semester, a survey was conducted concerning the printed materials and the mobile application for vocabulary learning. The results of the study indicated that significant differences were found within every group from the pre- to the post-tests for both activities. When the three groups were compared, significant differences were found only in the definition type activity. As for the survey, use of the printed materials and the mobile application received various responses.

Pragmatic Transfer in Korean Learners of English on Compliments Response

Cha, Yoonjung East West Education Research Institute, Ewha Woman 2007 East west education Vol.24 No.-

This study examines whether pragmatic transfer exist when Korean learners ofEnglish respond to compliments in terms of proficiency, gender, social status, topicsand language use. The participants were 60 high school students (29 male studentsand 31 female students), and 31 university students. In this study, complimentresponses were analyzed by Herbert’s (1986) and Holmes’ (1988a) classification, acorpus of almost eight hundred compliment responses. The results show that therewas no clear pragmatic transfer. However, based on the total compliment responses,there were interesting findings: female students respond to compliments morepositively than male students; advanced learners tend to make more negative responsesthan beginners; and the participants responded more negatively in Korean than inEnglish. Some of the findings in the study agree with other studies about complimentresponses in Korean. This clearly has important implications as we, teachers, shouldbe aware of the cultural differences when responding to compliments. Practical waysof implementing compliments responses have been suggested for the foreign languageclassroom.

An Analysis of Korean EFL Learners’ Revision and Writing Quality in CMC Environment

Yoonjung Cha(차윤정) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.4

  The purpose of this current study aims to examine how much Korean EFL students incorporate their given peer responses into their final versions of writing in two different types of CMC environment, chatting and bulletin board, and whether there was any improvement in participants’ writing quality in the final drafts. 38 Korean EFL participants wrote first drafts, received peers’ responses through either chatting or bulletin board, individually revised their drafts based on their peer responses and wrote their final drafts. The overall results revealed that regardless of using either chatting or bulletin board, the participants incorporated higher portion of their given responses into the revised drafts. Although no significant differences were obtained with respect to two different modes, chatting and bulletin board, in terms of writing improvement in participants’ final drafts, there were significant differences found within chatting and bulletin board classes with both holistic and analytic measurement. Therefore, the present study suggests the importance of utilizing both CMC tools in writing environment for EFL students and applying them at appropriate steps in the writing process.

Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency

차윤정(Cha, Yoonjung),김나영(Kim, Na Young),김혜숙(Kim, Hea-Suk) 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.1

This study explores the association between gender, major, language proficiency, and student perspectives toward an online educational setting. Participants included 366 university freshmen who attended ten general English courses in the spring semester of 2020. They took online courses featuring pre-recorded video lessons and synchronous classes via Zoom. They were divided by gender, by major into four groups, and by proficiency level totaling three groups to investigate whether there were significant differences between variables. The questionnaire was comprised of four different categories (closed-ended) and three open-ended items (benefits, drawbacks, and suggestions). According to the results of the questionnaire, gender and major had no effect on student perspectives toward online learning. However, statistically significant differences were found between the proficiency levels. Specifically, intermediate students are inclined to be more positive about online learning compared to beginners and advanced students. In conclusion, it can be noted that proficiency levels play an important part in student engagement and in attitudes toward online learning. Lastly, students mentioned that one of the advantages of online learning is students can repeatedly review online materials at their convenience, but identified non-immediate feedback, technical problems, and fewer opportunities for communication as disadvantages. Pedagogical implications and related future studies are suggested.

훼손 수목 이식에 대한 이해관계자 인식 연구

문윤정 ( Yoonjung Moon ),박홍준 ( Hongjun Park ),차재규 ( Jaegyu Cha ),나진주 ( Jinjoo Na ),이선미 ( Seonmi Lee ) 한국환경영향평가학회 2021 환경영향평가 Vol.30 No.6

환경영향평가 시 개발사업으로 훼손되는 수목의 약 10%를 이식 또는 재활용하도록 하고 있으나, 이식 시 여러 가지 문제점들이 제기되고 있다. 본 연구에서는 이해관계자를 대상으로 이식 시 발생하는 문제점에 대한 인식을 파악하였다. 2020년 10월 9일부터 25일까지 실시한 설문조사에 협의기관, 검토기관, 사업자·대행자 그룹별 각각 36명, 44명, 83명(총 163명)이 참여하였다. 세 그룹 모두 개발사업으로 인한 훼손이 심각하므로 개발 부담금이 증가하더라도 훼손 수목의 일부를 이식하는 것이 필요하다고 응답하였다. 가장 심각하다고 응답한 문제점은 고사율이었다. 고사 시 대체 방안으로 세 그룹 모두 동일한 수종과 수량을 식재해야 한다는 응답 비율이 높았다. 고사율을 줄이기 위해 이식 수목은 크기가 작은 것을 이식하고, 이식 수종은 식재종과 조경 수종을 포함하여 확대시키고, 이식 수목량은 자생 수목량 대비 이식 비율을 산정하자는 응답 비율이 높았다. 관리자를 별도로 배치할 필요가 있다고 응답한 비율도 높았다. 본 설문조사의 결과는 훼손 수목의 이식 시 발생하는 문제점을 개선하기 위한 기초 자료로 활용할 것이다. About 10% of trees damaged by the development projects are to be transplanted when conducting the Environmental Impact Assessment. However, various problems have been raised during transplantation. In this study, we confirm the stakeholder’s perceptions of the problems that occur during transplantation. The survey was conducted from October 9 to 25, 2020. Among the stakeholder groups, 36 respondents participated in the consulting institute group, 44 from the review institute group, and 83 from the developer·agency group (total of 163). All three groups responded that it was necessary to transplant some of the damaged trees even if the development charge increased because the damage caused by the development project was serious. The most serious problem was ‘high mortality’. The response rate was high that all three groups should plant the same species with the same quantity as an alternative method in case of withering. In order to reduce the mortality rate, small-sized trees were transplanted and transplanted trees were expanded to include planted species and landscape trees. In addition, the number of transplanted trees was high in response to calculating the transplant ratio to the number of native tree damaged. The percentage of respondents who said that it was necessary to allocate a separate manager was also high. The results will be used as basic data to improve problems that occur during transplantation of damaged trees.

Effects of Using Socrative on Speaking and Listening Performance of EFL University Students

Kim, Hea-Suk,Cha, Yoonjung 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.2

The aim of the study is to investigate the impact of a learner response system (LRS), Socrative, in promoting learners’ performance when implemented for communicative activities. The main reason of using Socrative was to increase students’ engagement and interaction with others in order to fully comprehend the content of the learning material. The participants of the study were 44 university students who were divided into two different groups. A control group used a traditional method, and an experimental group used Socrative for interacting with one another in class activities. Both groups took the TOEIC test as a pre-test for speaking and listening. They went through the same procedures with the exception of an experimental group using a mobile application. Thereafter, the same test was given as a post-test. Significant differences in learning gains were found within each group. Moreover, there were statistical differences between the two groups in terms of speaking, but not in listening performance. Surveys were conducted in order to reveal the participants’ attitudes towards English language learning. By employing factor analysis, detailed results of surveys demonstrated various perceptions of the participants’ use of Socrative. Pedagogical implications are proposed based on the findings of this study.

2단 로켓 발사 피드백 및 개선 방안 도출

오규령(Gyuryeong Oh),신윤정(Yoonjung Shin),김도영(Doyoung Kim),이형서(Hyeongseo Lee),차영현(Younghyeon Cha),김도균(Dogyun Kim),양소현(Sohyun Yang),송수민(Sumin Song),김보아(Boa Kim),박제준(Jejun Park),정한솔(Hansol Jung),라요한(Yhohan L 한국추진공학회 2022 한국추진공학회 학술대회논문집 Vol.2022 No.11

Effects of AI Chatbots on EFL Students’ Communication Skills

Hea-Suk Kim,Yoonjung Cha,Na Young Kim 한국영어학회 2021 영어학 Vol.21 No.-

A Comparative Study of Pre-reading Activities on University Students` Reading Comprehension: Learning Vocabulary vs. Watching YouTube

( Hea-suk Kim ),( Yoonjung Cha ) 한국멀티미디어언어교육학회 2017 Multimedia Assisted Language Learning Vol.20 No.1

This study investigates the effects of two types of pre-reading activities(vocabulary pre-teaching, and pre-questioning with YouTube) on reading comprehension. Participants consisted of 73 students enrolled in a General English course at a university in 2016. They were assigned into one of two groups: a vocabulary pre-teaching group and a pre-questioning with YouTube group. Both groups were taught with the same textbook and instructed to perform each pre-reading activity. To measure the effects of each pre-reading activity, both groups read the same passage and carried out two different pre-reading activities. A reading comprehension test was administered before and after the treatment, and a questionnaire was conducted to explore the participants` attitudes toward the pre-reading activities. According to the statistical analysis of the data, both pre-reading activities proved to be a useful tool in facilitating participants` reading comprehension. Moreover, both groups (vocabulary pre-teaching, and pre-questioning with YouTube) did not show any significant differences between the groups, including their proficiency levels. Regarding the students` attitudes, feedback varied between the two pre-reading activities. The results also revealed that the group with YouTube videos were highly satisfied with the pre-reading activity. Pedagogical implications and suggestions for future studies follow.