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교실 밖 영어 학습 참여에 대한 초등학교와 중학교 사이 비교 연구
신창옥 ( Shin Changok ) 대한영어영문학회 2014 영어영문학연구 Vol.40 No.1
The purpose of this paper is to investigate how learners engage in English learning activities outside the classroom between elementary school and middle school. Mixed methods (surveys and interviews) were used for this study. English learning activity questionnaires were distributed to 281 sixth grade elementary school students. After nine months, the same questionnaires were given again to the same group (275 in this time) who became the first grade of the middle school. The data analysis showed that the English activity items of “going to a private institute”, “studying”, and “using a smartphone” showed statistically significant differences between the grades. The analysis of the 12 focal students' interviews showed that they engaged in three aspects of learning: Joining private institutes, using the Internet or smartphones, and losing interest in English learning. With regard to these findings, it will be discussed the lack of self-directed learning, the necessity for exposing to diverse texts, and the widening gap between the advanced and the struggling students. (Changwon Hogye Middle School)
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초등 영어 영재 학생의 일반 수업과 영재 수업 만족도 비교 연구
신창옥 ( Shin Changok ) 대한영어영문학회 2015 영어영문학연구 Vol.41 No.3
Considering the increasing prevalence of educational institutes providing English programs for gifted students in Korea, this study explored the gifted elementary school students’ satisfaction, both for the general English classes and the gifted English classes. Using the measure of a students’ satisfaction survey developed from the TEE(Teaching English by English) teacher evaluation and group interviews, data were collected from 19 students in a gifted English program in a local city supported by the office of education. The analysis of T-tests revealed that there were statistically significant differences in all domains between the general classes and the gifted classes, except class environment. The analysis of group interviews showed that the gifted students were satisfied with diverse activities in the gifted classes but dissatisfied with Korean teachers’ English pronunciation in general classes. Based on the findings, the following was discussed: the necessity of diverse interesting activities and the instruction of desirable Korean L2 speaker identity in class. Implementing leveled classes depending on the students’ English ability is suggested for its pedagogical implications at the elementary schools. (Changwon Hogye Muddle School)
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Revisiting Teacher-based Assessment to Enhance EFL Teachers’ Assessment Literacy in South Korea
Hoe Kyeung Kim,Hyunhee Cho,Hongoak Yun,ChangOk Shin 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.4
The study aimed to extend the existing discussion on assessment literacy by focusing on English teachers’ ability to implement it in South Korea where a new assessment policy was implemented as part of educational reform. Scholars have pointed out a lack of teachers’ assessment knowledge and gaps in their ability to conduct the appropriate assessment for effective instruction. Thus, the scope of teacher assessment literacy needs to include teachers’ ability to implement it appropriately in given contexts. Grounding our study in the notion of teacher-based assessment as a guiding framework and using a mixed-methods design, we examined how Korean teachers perceived performance assessment emphasized in the reform and how they put it into practice. One hundred and twenty-seven teachers participated in survey questionnaires and 15 teachers were interviewed as a follow-up. The findings of the study showed that there were discrepancies between the teachers’ perceptions of assessment and their assessment practice and that the teachers showed diverse reactions toward teacher-based assessment from being capable to feeling powerless depending on their assessment knowledge and contextual constraints. The study suggests the importance of teachers’ agency in assessment literacy as a prerequisite for teacher-based assessment.
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