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영어몰입프로그램이 영어능력과 언어 및 문화 선호에 미치는 영향
윤유진(Eu-Gene Yoon) 한국중원언어학회 2010 언어학연구 Vol.0 No.17
This paper is an investigation of several questions about English Immersion Programs(EIP) for elementary school children in Korea. First, I have investigated the effects of the factors(age, the amount of input learners receive inside and outside the school, language anxiety, attitude toward language and culture, subject's opinion on instructor's teaching method, types of motivation) on the learners within the programs. Second, I have examined whether an English Immersion Program improves learners' English abilities. Third, I have investigated whether an English Immersion Program influences learners' preference of languages and cultures. Fourth, I have explored how the factors influence their English abilities and preferences, depending on whether children participated in an English Immersion Program or a non-Immersion Program. Although this study revealed that the children of the English Immersion Program developed proficiency more efficiently than the non-Immersion Program children and that the majority of English Immersion Program children do not devalue their mother language and culture, it is still under discussion as to whether these findings would be applicable to all English Immersion Programs in Korea.
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영어 원어민 강사 운영 실태 및 직무 만족도 연구: 방과후학교 프로그램을 중심으로
윤유진 ( Eu Gene Yoon ) 현대영어교육학회 2008 현대영어교육 Vol.9 No.3
This paper is an investigation about recruiting, management and evaluation system of English native speaker teachers (ENSTs) working for After-school Programs (ASPs) and their levels of job satisfaction with 9 different sections. Since 2001, Korea has faced increases in substantial private tutoring expense. Saving house expense for their parents and securing safe places for children have become urgent matters, given the increase in families where children are left without parents after school. There was also the issue the of widening economic and academic gaps between the haves and have nots, and a measure to minimize this gap without putting too much burden on the schools became a necessary policy. These conclusions and suggestions will be proposed for developing recruiting and management system of ENSTs from AFPs as well as curricular courses. The participants of the survey are 192 ENSTs who are from the metropolitan areas, cities and rural areas. The places that ENSTs are working are different from elementary schools to middle and high schools. The results of this study show that recruiting, management and evaluation system of ENSTs such as ENSTs` motivation to work and the route to find the position in Korea. And also this study presents ENSTs` levels of job satisfaction with 9 different sections at ASP.
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방과후학교 참여가 학업성취 및 사교육 경감에 미치는 효과
윤유진(Yoon, Eu Gene) 한국방과후학교학회 2017 방과후학교연구 Vol.4 No.1
본 연구는 경향점수매칭 분석방법을 이용하여 방과후학교 참여가 학업성취 및 사교육 경감에 미치는 효과를 검증하였다. 그동안 방과후학교 프로그램의 효과를 논의하면서 참여학생과 비학생 사이에는 배경변인에서 가시적인 차이가 있다는 사실을 지적하였다. 방과후학교에는 사회경제적 지위가 낮은 계층의 학생이나 농어촌 지역의 학생들이 보다 활발하게 참여하는 것으로 알려져 있다. 이러한 현상은 방과후학교 참여에 있어서 선택편의(selection bias)의 경향이 있음을 의미한다. 이러한 편의를 제거하기 위하여 본 연구에서는 경향점수매칭 분석방법을 이용하여 분석하였다. 그 결과, 방과후학교 프로그램 참여는 비참여에 비해 학업성취 및 사교육비경감에 긍정적인 효과가 있는 것으로 나타났다. 초․중․고 학생의 방과후학교 참여여부가 학업성취 및 사교육경감에 미치는 효과가 있는가를 분석한 결과, 방과후학교 프로그램에 참여하는 학생이 비참여에 비해 학업성취가 높게 나타났다. 더 나아가 예체능을 제외한 교과(국․영․수․과․사)방과후학교 참여 여부에 따라 경향점수매칭 전․후에 학업성취도 차이가 있는가를 알아본 결과 교과방과후학교 프로그램에 참여하는 학생이 비참여학생에 비해 학업성취도가 높게 나타났다. 또한 방과후학교 참여여부에 따라 사교육비 경감에 차이가 있는가를 살펴본 결과, 방과후학교참여가 사교육비 경감에 긍정적인 효과가 있는 것으로 나타났다. The main purpose of this study is to investigate how participation in ASOCP affects school achievement and private tutoring fee deduction by using the propensity score matching analysis method. First of all, the ASOCP policy was examined as alternatives to private tutoring in order to study how they affect private tutoring costs and participation in private tutoring, and how effective they were. For this study, data researched in 2013 by Statistics Korea were used. Samples were collected twice in a year (June: costs in March-May; October: costs in July-September) through an Internet survey from a total of 78,000 subjects, including approximately 44,000 parents (private tutoring costs, attitude survey) and 34,000 students (attitude survey) in nearly 1,094 elementary, middle or high schools nationwide. The impact of variables deemed influential on school achievement was analyzed first. In order to investigate the impact of ASOCP on school achievement, an effectiveness analysis was performed using propensity score matching methods. In this study, SAS (Ver. 9.3) was used for analysis. Estimation and matching of propensity scores were stratified and conducted for each school level. Specifically, propensity scores were estimated for each of elementary, middle, general high and specialized high school and used for matching. For such propensity score matching, participation in private tutoring, participation in private English tutoring and participation in private mathematics tutoring were established first as treatment variables. The results of the study are as follows. Firat, according to a comparison analysis on school achievement affected by participation in ASOCP based on propensity score matching, students who participated in ASOCP showed better school performance than those who did not, before and after the matching. Nevertheless, students who took ASOCP had 4.64% higher school achievement than those who did not before the matching, whereas the difference in school achievement between the two groups grew to 5.81% after the matching. This means that the effects of ASOCP increased. In particular, the difference escalated even further in elementary and middle schools. Second, the propensity score matching method was also used to confirm how ASOCP affect private tutoring costs. Students who took ASOCP spent KRW456,200 less on private tutoring than those who did not. ASOCPparticipants in elementary school spent KRW679,100 less, those in middle schools KRW301,700 less and those in general high schools KRW471,100. Reductions in private tutoring costs created by participation in ASOCP were significantly different from one region to another. Effects of ASOCP were particularly substantial in elementary schools of each region.
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