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.

미국학 수업 사례와 학습자 인식 연구

주미란(Meeran Joo) 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.1

This study, as a case study, aims to examine the learners’ perceptions of learning contents and team activities in American Studies class. For the purpose, a questionnaire survey was conducted on 68 students majoring in English language after the 15-week team-based classes of American Studies. IPA and text mining to find out the importance and performance level of class contents, and t-test and ANOVA to find out learners’ perceptions of TBL activities were used. The results of the study are as follows. First, the IPA showed the topics of ‘history’, and ‘business’ must be conentrated and develped more while the topics of ‘diversity’, ‘six values’, and ‘educational system’ should be maintained to remain at this level. Second, in the word cloud analysis, ‘freedom’ was the most frequently shown keyword for the United States, followed by ‘Obama’, ‘diversity’, ‘equality’, ‘race’, ‘individualism’, and ‘fast food’. Third, it was found that TBL activities were positively recognized for discussion skills, creativity, cooperation skills, and communication skills as well as the learning effects. The difference by grade was that the second grade was higher than the third grade in communication ability. Lastly, the direction of future American Studies course was discussed based on the results.

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.

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.

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)

영어 학습에서 단어 사용빈도에 따른 단어 속 영어 자음 인지

양민수 ( Min-soo Yang ),주미란 ( Meeran Joo ),이영림 ( Young-lim Lee ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.2

본 연구는 단어의 지각에 영향을 미치는 요인 중 하나인 단어의 빈도가 단어 내의 자음 인지에 영향을 미치는지 알아보고자 하였다. 본 연구의 실험을 위해 한 단어의 쌍으로 유사발음 자극을 사용하였다. 총 36명의 참가자들에게 단어의 빈도 (고빈도 & 저빈도), 빈도가 다른 단어의 제시 순서 (고빈도-저빈도 순서 & 저빈도-고빈도 순서), 자음 쌍의 종류 (r/l, p/f, b/v), 자음의 위치 (단어의 처음과 중간)에 따라 단어를 제시하였다. 원래의 단어 또는 유사 발음 단어를 들려주고 보여지는 단어와 같은지 또는 다른지 반응하도록 하였다. 실험 결과, 참가자들이 고빈도 단어 후 저빈도 단어를 수행한 경우 저빈도 단어의 자음을 더 잘 인지했고 저빈도 단어 후 고빈도 단어를 수행한 경우엔 고빈도 단어의 자음을 더 잘 인지했다. 또한 자음의 쌍과 자음의 위치에 따라서도 다른 결과가 나타났다. 이러한 결과는 단어 빈도뿐만 아니라 단어의 제시 순서가 자음 인지에 영향을 미쳤다고 볼 수 있다. 따라서 자음 발음의 지각 및 생성과 관련된 영어 학습에서 학습 순서가 효과적인지 추후 연구할 필요가 필요함을 시사한다. The purpose of this study was to investigate whether frequency of words which has an effect on perception of words also played a role in recognition of phonetic consonants in words. In this study, we created pseudo-pronunciation words and used for the task of the experiment. A total of 36 participants were presented written words differentiated with the frequency of words (high & low), order of presentation (high frequency-low frequency order & low frequency-high frequency order), consonant pairs (r/l, p/f, b/v), and location of consonants (onset & medial). They were listened to the correct or pseud-pronunciation word and asked to respond to correct or incorrect. The results showed that participants recognized low frequency words more accurately when those were followed by high frequency words and high frequency words more accurately when those were followed by low frequency words. The recognition of consonants was also depended on consonant pairs and locations. The results showed that frequency of words interacted with order of presentation had an effect on recognition of phonetic consonants. Thus, this study suggests that further investigation whether order of learning is effective on English learning of perception and production of phonetic consonants.

한국 EFL 대학생의 사회 불안과 외국어 불안과의 관계에 대한 고찰

이영림(Young-Lim Lee),김지효(Jihyo Kim),박성만(Seong-Man Park),장종화(Jong-Hwa Jang),주미란(Meeran Joo),박은서(Eunseo Park),박종태(Jong-Tae Park) 한국비교정부학회 2021 한국비교정부학보 Vol.25 No.1

(Purpose) One of the goals of learning English as a foreign language (EFL) is to communicate properly but EFL anxiety has been found to be one of obstacles to EFL learning. Since listening and speaking language are interactive processes, listening anxiety is possibly related to speaking anxiety, resulting in poor performance when learning English. Moreover, as language is used as a communicative tool, anxiety in social interaction might have an effect on EFL anxiety. The purpose of this study, thus, was to examine whether and how social anxiety and interpersonal orientation were associated with English listening and speaking anxiety. (Design/methodology/approach) 94 freshmen who enrolled in college English classes participated in the survey of this study. We used a Foreign Language Listening Anxiety Scale to measure English listening anxiety and Public Speaking Class Anxiety Scale to measure English speaking anxiety. In addition, Social Avoidance Distress Scale was used to measure social anxiety and Fundamental Interpersonal Relation Orientation-Behavior short version was used to measure interpersonal orientation of EFL learners. (Findings) This study has shown that social anxiety was strongly associated with English speaking anxiety and the relationship between social anxiety and English speaking anxiety was mediated by English listening anxiety. Moreover, interpersonal orientation moderated the relationship between social anxiety and English speaking anxiety. It was shown that the learners with a high interpersonal orientation showed high English speaking anxiety even though their social anxiety was low. (Research implications or Originality) The findings of this study imply that it is important to reduce social anxiety when learning English because social anxiety is strongly related to English listening and speaking anxiety. Furthermore, since individual characteristics such as interpersonal orientation also has an effect on anxiety when learning English, characteristics of learners should be considered. Since Virtual Reality(VR) systems could be useful in considering learner’s attributes as well as reduce anxiety, we suggest that it is necessary to develop a VR environment for learning a foreign language(FL).