영어 자동쓰기평가(AWE) 사용만족도가 자기효능감을 매개로 학업성취감에 미치는 영향: PLS-SEM 모델 분석

주미란,Joo, Meeran 한국디지털정책학회 2021 한국디지털정책학회논문지 Vol.19 No.9

이 연구의 목적은 영어쓰기 교과목에서 자동쓰기평가(AWE) 프로그램의 사용자 만족도가 영어쓰기 자기효능감을 매개로 학습자의 학습성취감에 미치는 영향을 알아보기 위한 것이다. AWE는 쓰기 결과물에 대해 인공지능 기술에 의해 자동으로 피드백을 제공하는 프로그램이다. 영어쓰기 교과목을 수강하는 대학생을 대상으로 각 주제별로 작문을 하고 AWE 프로그램을 사용하여 피드백을 받은 후 그것을 참고하여 최종 수정본을 제출하도록 하였다. 설문지를 통해 수집된 데이터(n=99)를 SPSS, Smart PLS-SEM으로 분석하였다. 연구결과, 첫째, AWE의 사용 편의성과 유용성은 재사용 의지에 긍정적 영향을 미치는 것으로 나타났다. 둘째, AWE 사용 만족도는 영어쓰기 자기효능감에 긍정적 영향을 미치는 것으로 나타났다. 셋째, 영어쓰기 자기효능감은 언어적, 정서적 측면에서 학업 성취감에 긍정적 영향을 미치는 것으로 나타났다. 4차 산업 및 인공지능 기술 발달에 따라 영어교육에 AWE와 같은 새로운 학습재료 도입을 권장한다. The purpose of this study is to identify the influence of users' satisfaction with the Automatic Writing Evaluation(AWE) on learners' sense of learning achievement through self efficacy in English writing class. AWE is a tool that automatically provides feedback on writing outputs by AI technology. College students were asked to write essays for each topic and use AWE to get feedback on their drafts, and finally revise them referring to the feedback. A questionnaire survey was conducted for the data collection. The data was analyzed using SPSS, and smart PLS-SEM along with bootstrapping techniques, The results of the study reveal the followings: 1) the convenience and usefulness of AWE had a positive effect on the willingness to reuse it; 2) the satisfaction with AWE had a positive effect on self-efficacy; 3) self-efficacy had a positive effect on learning achievement in terms of emotional and linguistic aspects. With the development of the 4th industry and A.I. technology, it is recommended to introduce new materials or programs such as AWE in English education.

영어 학습 탈동기 및 재동기 요인 -성인 중하위권중심-

주미란 ( Mee Ran Joo ),박성만 ( Seong Man Park ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.2

The purpose of this study is to examine Korean college students`` demotivation and remotivation in their learning English. In this study, the participants consist of 44 first freshmen and 51 senior university students whose TOEIC scores are below 650. A questionnaire consisting of four factors with 40 Likert-scale items for demotivation and 29 items for remotivation was administered. Results indicated that learner-related factors, inside classroom factors, teacher-related factors, outside classroom factors were high in order in terms of demotivation, and outside classroom, learner-related, teacher-related, inside classroom were high in order in terms of remotivation. A negative correlation was found between all the demotivation factors and English ability. A positive correlation outside classroom factors and English ability was found statistically significant in remotivation. Demotivation level of senior students showed higher than that of freshmen students with freshmen``s higher level in remotivation. This result suggests that teachers’ recognition of their possible influence to improve teaching methods is crucial to maintain or increase medium and lower level students’ motivation in learning English.

좌우뇌 편중 유형 및 영어 학습 불안과 영어성취도 관계 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.3

The purpose of this study was to investigate the possible relationship between brain hemispheric preferences, English learning anxiety and English as a foreign language listening and reading ability. The FLCAS for anxiety levels, the BPI for brain preferences, and the TOEIC for listening and reading ability were used. The participants in this study consisted of 88 college students. The study found a low correlation between the brain preferences and English learning anxiety. Likewise, the left-brain preference group was found to have a higher reading ability than the right-brain preference group. It is suggested that alternative teaching methods for right-brain preference students should be explored. A negative correlation was found between anxiety and English proficiency. Therefore, it is advisable that teachers should reduce the English anxiety of students through activities such as waiting for the students to be ready to answer questions, not making too strict rules in class, or correcting students` errors in an unobtrusive manner, if necessary.

영문법 발표활동에 대한 학습자 태도 및 학습 성취도 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.2

The purpose of this study was to investigate college students’ affective attitudes towards a group presentation activity on English grammar, and their English achievements after the activities. A TOEIC test before and after the activity, and a questionnaire about the group presentation activities on grammar in class were administered to 172 college students. The level of confidence in grammar was improved especially among 550-645 score students, and 450-545 and 550-645 score students rated the activity as most effective. Students answered that they could understand their peers`` presentation ‘normally,’ ‘well,’ or ‘very well,’ and listening to their presentation was also helpful to learn grammar. Students answered they wanted teacher``s additional explanations on grammar after the presentations. The level of satisfaction with this activity was highest among 550-645 and 650-745 score students. Lastly, the results showed a statistically significant increase in English ability among 550-645, 450-545, 350-445, and below 350 score students. According to these results, pedagogical and research implications are suggested.

영어 읽기와 쓰기 플립러닝 수업이 학습자 성취도, 자기주도 학습능력, 학습만족도에 미치는 영향

주미란 ( Joo Meeran ),박성만 ( Seong Man Park ),차민영 ( Minyoung Cha ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.2

The purpose of this paper is to examine the learners` academic achievement and class satisfaction on doing flipped learning in English reading and writing class. Flipped learning is a kind of blended learning which reverses the traditional learning model. In this study, students are required to study online instruction in advance which is offered by their instructor before they study in the classroom. Online contents mostly consist of vocabulary and grammar, and offline classes were progressed with students` activities, tasks or discussions. The subjects were 57 college students in English reading and writing courses. The results are as follows. More than 70% of the students positively responded on the effectiveness, convenience, time ratio, interest and concentration level, and preference categories in the satisfaction survey. The self-directed learning ability was slightly improved but it wasn`t significantly different from the controlled class. The students` academic achievement was significantly improved in this study, but it didn`t show a significant difference from the controlled class. Based on these findings, pedagogical implications for the contents of the flipped class are suggested. (Dankook University)

딕토글로스 듣기학습이 토익 듣기 파트별 성취도와 수업태도에 미치는 영향-하위집단 중심으로

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2014 영어영문학21 Vol.27 No.2

The purpose of this study is to examine the effect of dictogloss on listening scores of each TOEIC LC part and it is focused on low English ability level learners. In this study, 35 university students were chosen for the experimental group and 31 for the control group. Listening classes were run for three weeks two hours a day and dictogloss activity was carried out about 40 minutes a day. First, the Experimental group students`` scores were spectacularly increased part 1 and part 2, and this group showed significant difference compared to the control group in part 2. This indicates that dictogloss can improve part 2. Second, dictogloss activity had positive effects on interest and self-confidence level, but statistically there was significant difference in interest only. This indicates that low level learners can pay attention to classes more and get more motivation through dictogloss activity. According to these results, to foster an environment where low level students can actively take part in the activity, simple and interesting material should be adequate at the beginning stages, and gradually complex and harder text should be used. part1 and part2 are composed of shorter and simple sentences and require more bottom-ups skill than top-down skills.

로버트 프로스트 시의 운율 양상 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.1

Robert Frost sticked to the traditional poetry forms such as blank verses or sonnets. However, he did experiments on various modification to the traditional meters. In his poetry, sentence sound, which is Frost`s poetic principle and which is based on speaking voice, affects on the meter. The modifications to the meter sometimes strengthen the meanings and sometimes it imply irony, satire, or paradox. Additional syllables, flexible feet, modified rhymes in his sonnets, intended rhyme patterns in his blank verses could suggest something more than the words on the paper mean, so careful attention is needed to understand his poetry perfectly.

대학 신입생의 전공 및 학습 성과별 영어 학습동기와 학습전략 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.3

The purpose of this study is to investigate the usage of and correlation between learning motivation and learning strategies of university freshmen students by their majors and English skill. Noels`s test (2000) for motivation and Oxford`s test (1990) for strategies, and TOEIC scores for English skill were applied for analysis. Participants of this study consisted of 284 university freshmen students from six different majors. Of these students, 146 students submitted their TOEIC scores. High and low level groups consisted of 40 students each, excluding 70 students of medium level. The result of analysis is as followed. In terms of motivation, external and identified regulation of the four regulations were found to be utilized by the college students by every major, and both high and low English achievement levels. Out of the six strategies presented in the Oxford`s test, compensation strategies and meta cognitive strategies were found to be utilized the most by students in every major and both high and low English achievement levels. The internal regulation were found to have the closest correlation with overall strategies by every major, and both high and low English achievement levels. High level group uses stronger strategies than the low level group does. These results indicate that teachers need to motivate students to learn other various learning strategies to help students learn English more effectively.

TED 활용 영어학습에 대한 대학생의 인식 분석: PLS-SEM 적용

주미란(Meeran Joo) 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.1

이 연구의 목적은 TED talk을 활용한 영어수업에 대한 대학생들의 인식을 알아보고 TED talk이 수업 재료로의 활용이 적절한지를 살펴보는 것이다. 교양영어 과목으로 50-60분간 한 학기 온라인으로 수업을 진행하고 학습자의 영어학습동기, TED talk 활용학습에 대한 학습 흥미도, 학습 태도, 학습 만족도, 학습효과에 대한 설문조사를 시행하여 수집된 자료를 PLS-SEM 모델을 적용하여 SMART PLS 3을 이용하여 분석하였다. 분석결과는 다음과 같다. 첫째, 영어학습동기는 수업 태도에 통계적으로 유의미한 영향을 미쳤다. 그러나 학습만족도에는 영향을 미치지 않았다. 둘째, TED talk 활용 수업에 대한 흥미도는 학습태도와 만족도에 긍정적인 영향을 미쳤다. 셋째, 학습태도는 학습효과 인식에 긍정적인 영향을 미쳤다. 넷째, TED talk 활용 수업에 대한 만족도는 학습효과 인식에 긍정적인 영향을 미쳤다. 결론적으로, 대학 영어수업에서 TED talk은 학습자에게 흥미와 만족도를 높이고 적극적인 수업참여를 유도할 수 있으므로 긍정적인 학습효과가 있으며 영어교육에서 활용할만한 가치와 가능성이 있음을 시사한다. The purpose of this study is to examine the perception of college students about English classes using TED talks and to examine whether TED talks are appropriate as a learning material for college English. As a college English subject, 50-60 minutes of online classes were conducted for one semester where TED talks were used, and the data collected by conducting a survey on learners’ English learning motivation, interest, attitude, satisfaction, and learning effect were analyzed utilized SMART PLS 3. The results are as follows. First, English learning motivation had a statistically significant effect on learning attitude while it did not affect the learning satisfaction. Second, the level of interest in the TED Talk-using class had a positive effect on the learning attitude and satisfaction. Third, the learning attitude positively affected the learning effect perception. Fourth, satisfaction with the TED Talk class had a positive effect on the learning effect perception. In conclusion, English classes using TED talk can increase the interest and satisfaction of learners, and induce active class participation, which lead to a positive perception in learners’ learning effects. Therefore, this study implies that TED talks are valuable and significant enough as materials in college English classes.

대학 영어와 세계시민의식 관계 연구

주미란(Joo, Meeran) 한국영어어문교육학회 2021 영어어문교육 Vol.27 No.3

The purpose of this study is to investigate the relationship between college English education and global citizenship, and to present the meaning and future direction of English curriculum as college English. To achieve the research goals, a questionnaire survey was conducted on 190 college students who are taking a compulsory English course. The collected data was analyzed through t-test and ANOVA. The result of the analysis showed that first, the group with high English proficiency had higher level of global citizenship than the group with low English proficiency; second, the group with high interest in English had higher global citizenship than the low group; third, the group with high interest in foreign languages had higher global citizenship than the low group’ fourth, the start time of English learning did not lead to differences in level of the global citizenship; fifth, the students who had experience in staying abroad more than one month had the higher level of global citizenship than the ones who had visited abroad only one or two times. These results imply that English education is closely related to global citizenship. Lastly, the direction of future college English courses was discussed based on the results.