이러닝 영어 교수자의 역할 및 교수 지원체제 개발 연구

김주혜(Joo Hae Kim) 언어과학회 2012 언어과학연구 Vol.63 No.-

Recently, many English language classrooms are evolving from traditional face-to-face lecture rooms to cyber-classrooms; consequently, the roles of English teachers are also changing. However, the responsibilities of online English teachers have not yet been well defined. Therefore, this study delves into how the evolution of e-Learning has changed English teachers` roles from the perspectives of their students. Questionnaires were distributed to 208 students and 14 interviews were conducted among students taking e- Learning courses. The questionnaire results indicated that students regard the most important roles of the teacher to be content experts, disseminators of information, starters and maintainers of learning motivation, and evaluators. According to the interview results, some themes related to the pedagogical, managerial, social, and technical roles of teachers of online e-Learning courses emerged. Finally, the researcher discussed the instructional support system needed to prepare online English teachers.

성공적인 이러닝 영어 수업을 위한 교수전략 연구

김주혜(Kim, Joo-Hae) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.3

In this study, we seek to investigate online students’ perceptions of instructional strategies for successful English classes. To this end, a newly developed scale is constructed to measure the importance of instructional strategies in the E-learning environment. One hundred and five students at a cyber university in Seoul were asked to respond to a Likert-scale questionnaire, which also contained one open-ended question. To summarize the findings of the study, many of the items related to the pedagogical and managerial roles of English teachers were revealed as having high levels of importance, according to the students. On the other hand, the online students perceived the instructional strategies related to social and technological roles as less important. The qualitative results also provided more in-depth explanation of useful instructional strategies under E-learning conditions. Based on these findings, several pedagogical suggestions for effective instructional strategies in online teaching environments are made. Finally, directions for future research are discussed.

이러닝 구성요소에 근거한 영어 학습자의 정서적 측면 연구 - 불안감을 중심으로

김주혜(Kim Joo-hae) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.2

  On the basis of e-learning system constituents (contents, delivery system, and management system), this study investigated EFL learners’ anxiety through students’ descriptions of their e-learning experience. Two different qualitative techniques were used, and some salient findings were used as themes. First, 129 students at a cyber university in Seoul completed a questionnaire survey. Survey data were analyzed to examine students’ emotional aspects of e-learning. Second, 16 students who had participated in the survey were interviewed regarding their foreign language anxiety. The interviews were conducted as free conversations with a set of guiding topics. Various data were produced from the surveys and interviews, and the data were compiled into non-verbatim transcripts. Through multiple readings and multiple theme identifications, the following patterns of EFL learners’ anxiety regarding the e-learning system were identified: 1) anxiety caused by excessive content load, high content level, late notice of reports and exams, and native-speaking teachers 2) computer anxiety (related to hardware, software, network, and solutions) 3) anxiety caused by teachers and lack of communication with e-learning classmates. Suggestions are made to help foreign language learners overcome their anxiety regarding their e-learning classes.

영어교육에서 스마트러닝에 대한 학생들의 인식과 활용 실태 조사

김주혜(Kim, Joo-Hae) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3

With the various platforms resulting from the rise in mobile technology, Smart Leaming (SL) has become a new trend in education. This study explores how students perceive and use SL in their English learning. A total of 238 students from a cyber university with a Smart Campus participated in the research. A questionnaire was developed to collect information on issues related to SL. According to the findings, more than half of the students considered SL to be necessary and helpful, especially in speaking and listening courses. The respondents identified mobility as the strongest point of SL, and answered that they wanted to mix SL and e-Learning in their English study. They also reported that they had difficulty because of the size of the screen in SL and the university should develop more diverse educational contents and language practice software for SL. The results also emphasized the need to develop English teaching methods for SL, solve technical problems of the Smart Campus, improve functions of SL English contents, and provide more support systems. Based on these results, specific suggestions were made for the effective utilization of SL.

이러닝(e-Learning) 상황에서의 영어 학습 불안도 연구 : 사이버대학교 학생들을 중심으로

김주혜(Kim Joo-hae),김영우(Kim Young woo) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.4

This study attempts to examine the existence of foreign language anxiety in e-Learning situations, and then identify relationships between the anxiety and learner background factors. A total of 162 EFL learners participated in the survey. Their anxiety was measured by the e-Foreign Language Classroom Anxiety Scale (e-FLCAS). The results suggest that foreign language learners do indeed experience anxiety in e-Learning classrooms. A majority of the participants acknowledged having experienced specific kinds of anxiety in cyber classes: worry over e-Learning education, online test anxiety, learning style conflicts, and apprehension of native teachers. In addition, e-Learning anxiety was found to be significantly related to three background factors (gender, academic backgrounds, and English proficiency). The results also provide a potential explanation of anxiety-producing contexts in cyber classrooms, the sources of anxiety, and coping strategies that students use to lower their anxiety.

한국 성인 학습자의 영어에 대한 요구 조사 : K사이버대학생을 중심으로

김영우(Kim Young Woo),김주혜(Kim Joo Hae) 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.3

This study examined Korean adults’ needs of English and related factors, and then identified what should be considered when managing English programs for them. An online survey was conducted to 210 university students who enrolled in a cyber university in Korea. In data analysis, descriptive statistics, t-test, and ANOVA were used. The main findings are as follows: 1) Regardless of individual variables, most respondents replied that they need English. Even those who do not use English in their lives felt the need of English strongly. This result shows the importance of English in the Korean society; 2) Although most respondents have jobs, they want to learn general English rather than English for Specific Purposes (ESP). In the ELT field, ESP has been a keyword for teaching English for adults, but the result of this study is contradicted, which should be paid more attention; and 3) As reasons to motivate them to learn English, being English as an international language and work purpose are frequently chosen, however, traveling overseas is another frequent choice. It shows that the ELT needs also follow the trend of the Korea society where overseas traveling is one of the activities Korean people want to do in recent years. This study has an implication of showing Korean adults’ needs of English, some of them are contradictory to the previous ELT studies. On the basis of these results, related suggestions for ELT programs for Korean adults are provided.

영어교육 분야의 직업군 조사를 통한 진로정보 연구

김영우(Kim Youngwoo),김주혜(Kim Joo-hae),박영미(Park Youngmi) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.1

Recently many universities have established new departments or programs for TESOL typically their career information has been just for future English "teachers." As our society becomes very specialized, career possibilities for TESOL majors are now wide and varied, and the students are allowed to choose diverse career tracks. However, there has been no attempt to provide more specific career information regarding the whole TESOL area for the students. This study investigates professions categorized under the term of English education by TESOL -related institutions or companies. Research into job markets and interviews constitute the main methodology of this study. The TESOL field can be divided into two major areas: "English Teaching" and "Materials Development." Occupations related to English Teaching include institute lecturers (infant, elementary school, middle/high school, and adult level), TESOL researchers, teachers (elementary school and middle/high school), and professors. Secondly, a career in Materials Development can be advanced in the fields of off-line materials (planners and editors, writers, advertisers, marketers), on-line materials (cyber-education planners, Web PD, multimedia material planners and developers), and imported materials (planners, presenters, marketers). The career information in this study will help students to understand the whole field of English education and to identify appropriate jobs to suit their interests and qualifications. In addition, departments or programs gem-ed to TESOL will be able to offer more in the way of concrete educational input, to the benefit of their students and their curricula.

온라인 영작문 강의에서 상호작용을 활성화시키는 방안에 대한 연구

조수근 ( Soo Keun Cho ),김주혜 ( Joo Hae Kim ),이정화 ( Jeong Hwa Lee ) 경희대학교 언어연구소 2010 언어연구 Vol.27 No.1

Linguistic Research 27(1), 19-39. The purpose of this paper is to investigate effective methods to facilitate interactions in on-line composition courses. This study addressed the following questions: (1) How are the interactions going in the class? (2) Which are the effective methods to increase the interactions? To achieve the goals, an on-line questionnaire has been conducted on 225 EFL students. The study found that the interactions mainly occur between learners and lecturers, between learners and contents, and between learners and LMS, and that a few of the present methods lead to a high level of interactions. Our study also found that in order to boost interactions in web-based composition classes, learners should receive encouraging comments from lecturers when lagging behind; also they should have supplementary materials or feedback from native speakers. When it comes to facilitating the interactions between learners and contents, it is necessary to provide learners with sums-up at the end of each course, or opportunities for deepening their understanding. In addition, our study found that in order to facilitate the interaction between learners and LMS, appropriate individual feedback should be given to the learners regarding their achievements, a variety of multimedia materials should be provided, and any changes in syllabus should be informed. Furthermore, teaching assistants and tutors need to respond to questions as to the lectures or technology. (The Cyber University of Korea)

이러닝 영어회화수업의 학습관리시스템 분석

이정화(Jeong Hwa Lee),김주혜(Joo Hae Kim),조수근(Soo Keun Cho) 언어과학회 2010 언어과학연구 Vol.54 No.-

영어과 중학교 최소성취기준 적용 연구

조보경(Bo-kyung Cho),김주혜(Joo-hae Kim),정예지(Ye-ji Jeong),윤영현(Young-hyun Yoon) 융합영어영문학회 2023 융합영어영문학(구.English Reading and Teaching) Vol.8 No.2