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A Case Study of a University Preparatory English Program for Incoming Freshmen
Lyle A Lewin,성명희(Myeong Hee Seong) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.3
This study aimed to evaluate the effectiveness of a university preparatory English program (UPEP) for incoming freshmen in order to improve similar programs and research in this area. UPEP was conducted at E. University in South Korea for two weeks in January 2016, prior to the students first semester of university. Participants included students from 50 different high schools, and five native English instructors. Questionnaires were given to instructors and students following the completion of the program to measure participant and instructor perceptions of the program. Results showed that instructors did not believe skill levels improved significantly during the two week program. However, students confidence in speaking English with a native speaker, and meeting students from different majors were listed as important factors in recommending this program to other students. Further, instructor quality was the highest rated factor in students rating of the program. Finally, there is a significant difference in student perceptions of the pre-tests ability to measure skill, and instructor perceptions of the same test.
REGENERATIVE CITIES OF THE 21ST CENTURY
Lyle, John T. Seoul City University 1996 SEOUL metropolitan FORA 96 Vol.1996 No.-
Our cities of the late 20th century, these last declining years of the industrial era, are not sustainable. By virtually all indicators of ecological and social health, they are in a state of decline. To become sustainable, cities will have to be regenerative; that is, they must incorporate ongiong processes of self-renewal. To understand what I mean by this, consider th industrial-age cities that most o us are living in now.
The learning formats of coach education materials
John Lyle,Sue Jolly,Julian North 한국코칭능력개발원 2010 International Journal of Coaching Science Vol.4 No.1
This paper reports on an investigation into the design of coach education materials. At a time of significant change in coach education in the UK, it was appropriate to examine the extent to which coach education materials conform to good practice in terms of adult learning design principles and the formatting of the content. Coach education materials from Levels 1-3 of coaching awards in 5 sports were content analysed. These data were accompanied by opinions from 60 coaches and tutors, a focus group, and number of interviews. In the absence of a substantial literature on this aspect of coach education, a framework of analysis criteria was derived from the adult learning literature and prescriptions of good practice from those who had substantial experience in materials design. The framework elements (each with sub-groups of 5 to 18 items) were progression, feedback, interactivity, reflection, operation, contextualisation, summarising, attractiveness, layout & structure, and accessibility. The coach education materials were mixed in quality, and the analyses were usefully focused on two issues - presentational formatting and learning principles design (structural formatting). Overall, interactivity, reflection and feedback in the learning materials were less positive than might have been expected. The project was able to provide a valuable set of operational criteria for guiding the future production of learning materials in coach education.