An Exploration of South Korean University Students’ Perception of a Flipped-TBLT English Class

Robert Kerr,Jon Holmes 한국영미어문학회 2017 한국영미어문학회 학술대회 발표논문집 Vol.2017 No.1

의식고양(+) 수업에서 한국 대학생의 참여 연구

컬로버트 ( Robert C. Kerr ) 한국외국어대학교 외국어교육연구소 2024 외국어교육연구 Vol.38 No.2

기술습득이론(Skill acquisition theory)은 언어 지식 개발에 대한 설명을 잘 뒷받침해준다(Anderson, 1982; DeKeyser, 2020). PPP(발표-연습-생산) 프레임워크는 종종 언어 교육을 위한 기술습득이론(SAT) 원리의 구현으로 인용되지만, 기술습득이론의 지식 발전 과정과 유사한 의식고양 플러스(CR+) 프레임워크는 학생중심적이며 언어인식(LA)에서 영감을 받은 디자인을 통해 독특한 이점을 제공한다. 본 연구는 한국 대학 영어 수업에서 CR+ 수업을 조사하여 이 수업이 학습자들을 어떻게 참여시키는지 살펴보았다. 그 적절성을 평가하기 위해서 동일한 언어 콘텐츠를 사용하여 CR+ 수업 중 참여 수준과 PPP 수업 중 학습자들의 참여 수준을 분석하고 비교하였다. 참여도는 학습자들의 사회적, 인지적, 정서적 참여에 대한 관찰을 통해 측정되었다. 연구 결과에 따르면 CR+ 수업은 발견 활동을 통해 학습자들의 자율성을 촉진하고, 학생 주도 활동을 통해 적절한 도전 수준을 제공하며, 협업 작업을 통해 사회적 상호 작용을 장려하므로 참여 유도에 매우 효과적이었다. 반면, PPP 수업은 참여 수준이 낮고 변동이 컸으며, 주의가 산만한 행동과 같은 무관심의 징후가 자주 나타났다. 이 결과는 CR+ 프레임워크가 언어인식 원리에 따라 학습자 참여를 촉진하는 주요 동기 부여 조건을 활용한다는 것을 시사한다. 이는 학습자 참여와 동기를 더 잘 유지하면서 기술습득이론에 맞추어 언어능력을 개발하는 PPP의 대안으로써 CR+의 잠재력을 강조한다. 본 연구의 결과는 영어수업 설계 시 학습자 참여에 관한 통찰력을 제공한다. Skill acquisition theory (SAT) offers a well-supported description of language knowledge development (Anderson, 1982; DeKeyser, 2020). The use of the Presentation-Practice-Production (PPP) framework is often cited as the instantiation of skill acquisition (SAT) principles for language instruction, but the consciousness raising plus (CR+) framework, which also closely resembles the SAT progression of knowledge, offers unique advantages through its student-centered, language awareness (LA) inspired design. This study investigated a CR+ lesson in a South Korean university EFL class to examine how this framework engages learners. To evaluate its appropriacy, an analysis and comparison of engagement levels during the CR+ lesson with those during a PPP lesson using the same target language was conducted. Engagement was measured through observations of learners social, cognitive, and emotional engagement. The findings indicate that the CR+ lesson was highly effective at inducing engagement as it promoted autonomy through discovery activities, provided an appropriate challenge level through student-led activities, and encouraged social interaction through collaborative tasks. In contrast, the PPP lesson had lower and more variable levels of engagement, with frequent indicators of disengagement like distracted behavior. The results suggest the CR+ framework leverages key motivational conditions that encourage engagement, in line with LA principles. This highlights CR+'s potential as an alternative to PPP for developing skills in alignment with SAT while better maintaining learner engagement and motivation. The findings inform recommendations for EFL classroom practice and provide insights to guide future research.

Grammatical competency or pragmatic competency: An examination of the language features related to proficiency scores in oral interviews

김혜경,Robert Kerr 팬코리아영어교육학회 2016 영어교육연구 Vol.28 No.3

The present study aimed to examine the impacts of two measures of language competency,grammatical and pragmatic competency, on proficiency scores in oral interviews. Theparticipants of this study were 23 university students from South Korea and China. For thedata collection, a semi-structured oral interview was administered to evaluate their oralEnglish proficiency, and each student’s recorded interviews were evaluated again in terms ofgrammatical competency and pragmatic competency respectively, based on the providedrubrics. Further, another set of semi-structured interview was conducted to investigate whatthe test administrators considered to constitute the main features of oral proficiency. Thesescores were then subjected to a Pearson correlation to identify any relationship betweenproficiency scores and grammatical competency scores, as well as between proficiency scoresand pragmatic competency scores. The results of this study illustrated that both grammaticaland pragmatic competency scores showed high correlations with oral proficiency scores. However, pragmatic competency showed a higher correlation than grammatical competency,and a medium effect size was found between two correlation values. The findings of thisstudy imply the importance of pragmatic competency in communication and necessity ofinstruction targeted at to enhancing students’ pragmatic competency in second language (L2)teaching.

The Effects of Convergent and Divergent Tasks on Language Related Episodes in Tertiary EFL Classrooms

김혜경,Robert Kerr 한국영어학회 2024 영어학 Vol.24 No.-

The purpose of this study is to investigate how convergent and divergent task designs affect learners’ attention to form during interaction. Previous investigations into task types have revealed that varying task types can lead to changes in focus during learners’ meaningful language exchanges, but many specific task designs remain underexplored, which leaves a gap in the understanding of the effects of particular task types in language classes. To address this gap, the study divided an intact class of English as foreign language learners at a Korean university where half the students performed a convergent task (CT), and the other half performed a divergent task (DT). To measure attention to language form during interaction, language-related episodes (LREs) were identified, categorized, and then analyzed. The results revealed that while both groups produced a similar number of LREs, with lexis-focused LREs being the most common in both groups, there were differences in how the groups attended to language during their task. It was found that the CT group produced a similar level of lexis-focused and form focused LREs, while the DT group’s LREs were mostly lexis-focused. Also, only the DT group produced pragmatic-focused LREs while the CT group produced more mechanical-focused LREs than the DT group did. These findings suggest that the use of CT and DT in language classes provides teachers with a tool to encourage a focus on specific, different language features. The results and implications are discussed in more detail.

NUMERICAL SIMULATION OF COMPRESSIBLE VORTEX RECONNECTION

Davinder Virk,Fazle Hussain,Robert Kerr 대한기계학회 1992 International Conference on Fluid Machinery Vol.1 No.1

The Formation Mechanism of Fluorescent Metal Complexes at the Li_<i>x</i>Ni_0.5Mn_1.5O_4−δ/Carbonate Ester Electrolyte Interface

Jarry, Angé,lique,Gottis, Sé,bastien,Yu, Young-Sang,Roque-Rosell, Josep,Kim, Chunjoong,Cabana, Jordi,Kerr, John,Kostecki, Robert American Chemical Society 2015 JOURNAL OF THE AMERICAN CHEMICAL SOCIETY - Vol.137 No.10

<P>Electrochemical oxidation of carbonate esters at the Li<SUB><I>x</I></SUB>Ni<SUB>0.5</SUB>Mn<SUB>1.5</SUB>O<SUB>4−δ</SUB>/electrolyte interface results in Ni/Mn dissolution and surface film formation, which negatively affect the electrochemical performance of Li-ion batteries. Ex situ X-ray absorption (XRF/XANES), Raman, and fluorescence spectroscopy, along with imaging of Li<SUB><I>x</I></SUB>Ni<SUB>0.5</SUB>Mn<SUB>1.5</SUB>O<SUB>4−δ</SUB> positive and graphite negative electrodes from tested Li-ion batteries, reveal the formation of a variety of Mn<SUP>II/III</SUP> and Ni<SUP>II</SUP> complexes with β-diketonate ligands. These metal complexes, which are generated upon anodic oxidation of ethyl and diethyl carbonates at Li<SUB><I>x</I></SUB>Ni<SUB>0.5</SUB>Mn<SUB>1.5</SUB>O<SUB>4−δ</SUB>, form a surface film that partially dissolves in the electrolyte. The dissolved Mn<SUP>III</SUP> complexes are reduced to their Mn<SUP>II</SUP> analogues, which are incorporated into the solid electrolyte interphase surface layer at the graphite negative electrode. This work elucidates possible reaction pathways and evaluates their implications for Li<SUP>+</SUP> transport kinetics in Li-ion batteries.</P><P><B>Graphic Abstract</B> <IMG SRC='http://pubs.acs.org/appl/literatum/publisher/achs/journals/content/jacsat/2015/jacsat.2015.137.issue-10/ja5116698/production/images/medium/ja-2014-116698_0007.gif'></P><P><A href='http://pubs.acs.org/doi/suppl/10.1021/ja5116698'>ACS Electronic Supporting Info</A></P>

A case study on occurrence of an unusual structure in the sodium layer over Gadanki, India

Sarkhel, Sumanta,Mathews, John D,Raizada, Shikha,Sekar, Ramanathan,Chakrabarty, Dibyendu,Guharay, Amitava,Jee, Geonhwa,Kim, Jeong-Han,Kerr, Robert B,Ramkumar, Geetha,Sridharan, Sundararajan,Wu, Qian,M TERRA SCIENTIFIC PUBLISHING COMPANY 2015 EARTH PLANETS AND SPACE Vol.67 No.1