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말하기 학습용 모바일 앱 개발을 위한 과업 설계 및 평가: 설계기반연구(design-based research)
김혜영 ( He Young Kim ),박대근 ( Dae Geun Park ) 한국멀티미디어언어교육학회 2016 멀티미디어 언어교육 Vol.19 No.1
The purpose of this study is to suggest a task example and design principles of mobile application for adult learners’ English speaking practice. For this purpose, this study employs a design-based research (DBR) framework to analyze, design and evaluate a speaking app as follows: 1) to identify speaking needs from target mobile users, 2) to design a mobile application that can realize social communication between learners by exchanging meanings through voice recording on SNS platform, and 3) to have the participants use and evaluate speaking tasks in the program. For this study, 120 adult learners participated in the firsthand questionnaires for needs analysis and then the researcher designed pedagogic tasks by collecting actual dialogues. The tasks were applied to the pilot mode of application and were used by 6 participants for 2 weeks. The results are as follows. First of all, the mobile speaking tasks in this study were appropriate for the participants to complete without any problem. In addition, their communications involves rich meaning negotiations in a natural discourse. The participants reported that the tasks were enjoyable and not difficult. Some design principles were also revealed. First, short and easy tasks are appropriate for speaking in mobile learning. Second, dialog trees and themes should be specific and carefully identified by needs analysis from the target users. It is hoped that further research employ this research design to build big data for the development of the actual speaking application.
김혜영(Kim, He-Young),김민진(Kim, Min-Jin) 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.3
Self-directedness has been attended to as a key element in successful learning The ultimate goals of the national curriculum in Korea is to have Korean students become self-directed learners However, Korean students' learning experience seem quite far from this ideal They are still being or even more strictly controlled under teacher-directed instruction Learners' independency is much worse in learning English because most of them are intensively trained in highly teacher-controlled 'hakwon (private institutes)' This study attempts to examine Korean elementary students' readiness for self-directed language learning with three questions a) Are Korean elementary school students ready for self-directed language learning? b) What factors positively or negatively affect their self-directedness? 3) dose k-12 school education help Korean students grow as independent learners? 426 fourth and sixth graders and 229 college students were surveyed to measure and compare korean learners' self-directed learning ability by age, region, gender, and other factors Guglielmino's Self-Directed Learning Readiness Scale (1977) was translated and modified into a new version for Korean elementary students in EFL context The SDLLR of fourth graders are significantly higher that the other age groups Region, gender and motivation are also critical factors that significantly affect Korean students' self-directedness This study concludes that the national language curriculum are not successfully helping Korean k-12 students become a self-directed language learners