사범대학 영어 예비교사의 영어학습에 대한 신념

박은수 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.24

Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

영어학습에 관한 TV 광고 다시 읽기: 생태주의 언어교육론으로부터

신동일 ( Dongil Shin ),심우진 ( Woojin Shim ) 대한영어영문학회 2016 영어영문학연구 Vol.42 No.2

This paper aims to criticize television advertisements on English language learning from the perspectives of ecological language learning. All the spoken texts of TV commercials on English language learning, which appeared between 2008 and 2015, were collected and transcribed for this study. The spoken texts were divided into the following three domains: 1) affective and cognitive variables in English language learning, 2) learning methodology and tools, and 3) English proficiency and success in life. Then the categorized texts were discussed through the alternative and critical discourse of ecological language learning(van Lier, 2004). In the TV advertisements, English language learning was often viewed through the lenses of modernist language ideology, where English language is still an input-output to be intrapersonally controlled, or an entity to be mastered for successful life. It was also implied that language learning is a matter of individual activity. From the ecological perspectives, however, the target language for learning is expanded into a constantly emergent set of linguistic possibilities. Language learning involves the multilayered nature of interaction and language use. It is hoped that the ecological viewpoints become a key foundation for alternative discourse in English language education, even in the media context. (Chungang University)

Online Learning of English Language Courses via Blackboard at Saudi Universities During Covid-19 : Challenges and Difficulties

Hind Aljuaid 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.3

The outbreak of the coronavirus (Covid-19) pandemic resulted in a temporary interruption of learning activities across the world. In Saudi Arabia, there was a sudden and quick shift from face-to-face learning mode to online learning in efforts to save the educational process from non-continuity in many universities. As a result, the use of various e-learning platforms such as Blackboard applications was key to facilitating the learning of different academic courses including the English language. However, the widespread uptake and implementation of Blackboard learning are still in nascent phases in terms of facilitating English language learning. The objective of this study was to investigate the challenges and difficulties encountered in online learning of English language courses via Blackboard at Saudi universities in the wake of the Covid-19 pandemic. Desktop research was used in this study where secondary resources were collected from various academic databases including Google Scholar, Science Direct, EBSCOhost, and Semantic Scholar. Results showed that the use of Blackboard application in online learning of English courses had some potential advantages including improved interactivity, communication, enhanced language proficiency, discussion forums, improved writing quality, learning flexibility, and enhanced grammar and vocabulary acquisition. However, there were potential challenges including students’ negative attitude, lack of tutor training, poor technical support, difficulty accessing curriculum content or tests, concerns about safety or privacy, slow internet connection, students’ lack of computers, and reliable internet. In conclusion, despite the positive outcomes of using Blackboard in English learning, adequate measures need to be implemented to address identified challenges.

특수목적영어 학습 및 평가에 미치는 학습동기와 학습전략에 관한 연구: 군사영어 학습을 중점으로

김나래,이한솔,정태영 한국영어평가학회 2019 영어평가 Vol.14 No.1

The aim of the present study was to investigate and assess the roles of learning motivation and learning strategies in the learning of English for Specific Purposes (ESP). Accumulated research has emphasized the important roles that learning motivation and learning strategies play in second language (L2) learning; however, few studies have been conducted which focus on the ESP context, and more specifically on the learning and assessment of military English. One hundred and eighteen South Korean college students were recruited to participate in this study and completed a series of surveys measuring their achievement motivation to learn both general English and military English, the learning strategies used in general English learning, and their military English achievement. Further, participants' English proficiency and military performance were the control variables measured in the study. Results indicated that learners' motivation to learn military English was the strongest predictor of military English achievement, followed by their motivation to learn general English, which displayed indirect (albeit not statistically significant) effects on military English achievement. However, no association between learners’ military English achievement and English learning strategies was found, raising the possibility of devising an independent assessment set of language learning strategies for use in military English. To follow is an in-depth discussion of its pedagogical and research implications.

CALL Design (Computer Assisted Language Learning) for the English education in Korea

Lee, Woo Joo(이우주),Choi, In Soon(최인순) 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

Today’s busy learners often find it hard to squeeze time out of their everyday hectic life to study in the traditional face-to-face classroom settings. They continuously ask for the authentic and realistic English experience in the present classroom of non-English environment. Yet English teachers find it hard to meet all of the learners’ needs in the regular classroom settings. The solution on both of the parts of the learners and the teachers could be CALL Design, the convergence of education and technology, which may tackle many of the complaints and problems. This study examines the current state of CALL Design and its practical usage in EFL classes in Korea. CALL Design stands for Computer Assisted Language Learning. It is an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of the materials to be learned. CALL Design is a term, applicable to all types of computer-based learning--that is, e-learning. Among the computer assisted learning tools, the most commonly used is the internet. which places English in an international context, promoting language learning by helping students to experience authentic English. The electronic discourse tends to be more lexically and syntactically complex than the oral discourse and features a broad range of linguistic functions beneficial for language acquisition. The study concludes that using CALL Design can reduce students’ anxiety and increase their motivation by providing authentic setting for them to learn English language in non-English speaking environment. In accordance with the growing interest and benefits of CALL Design, the teachers need to become more familiarized with using the internet and its various functions. They must learn how to use specific search tools in order to prepare their lessons. For further study, more research is to be done in the teachers’ and student’s perceptions and responses of using CALL Design for EFL teaching and learning to enhance the quality of English education in Korea.

서울과 경기도 지역 초등학생들의 영어 학습현황과 인식에 관한 연구

강남준 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.6

이 논문은 서울특별시 비 강남권 지역과 경기도지역 중소도시에 소재한 두 초등학교에 다니는 274명의 5학년 학생들의 영어 학습에 대한 전반적인 인식과 영어 학습 현황을 비교 연구했다. 이 논문의 결과로서 서울특별시 비 강남지역과 경기도 중소도시 지역의 초등학교 5학년 학생들의 영어 학습 현황과 영어교육방법에 관한 인식이 미소한 차이는 있으나 지역 간 격차가 예전 보다는 많이 줄어든 양상을 보이고 있으며 또한 영어 선행학습과 조기영어 교육이 두 지역 모두 더 많아 졌음이 보여 진다. 또한 학생들이 하고 있는 영어 학습의 형태도 두 지역 모두 다양해 졌으며 이 들의 사교육과 공교육에 바라는 기대와 인식이 각기 다르다는 것을 알아냈다. 두 지역의 학생들 모두 사교육에서는 각 개인에 맞는 양질의 영어 학습을 기대하며 공교육에서는 영어 학습에 대한 흥미신장을 기대하였다. 이는 두 지역 간 영어 학습 기회의 차이가 줄어들고 있는 현상과 사교육과 공교육이 서로 상호보완 할 수 있는 가능성에 대하여 살펴 볼 수 있는 결과라고 할 수 있다. 이는 사교육의 난립과 지역 간 격차로 인한 피해가 이슈화가 되고 있는 이때에 필요한 연구라고 본다. 따라서 앞으로 지역 간 격차와 두 교육기관들의 다양한 형태에 대한 상호보완적인 연구가 지속되기를 바란다 This paper investigates the English language learning history and perceptions of 224 fifth grade primary school students from two different cities, with one group being made up of students from districts in Seoul other than Gangnam and one group being from small and medium-sized cities in Gyeonggi province. The results show that there is a significant difference between the two groups with regard to their English language learning histories and perceptions towards English language learning. However, when compared with the results of past studies, the current study shows that the size of the gap between the two areas has been reduced and that the number of students who started to learn English before entering primary school has increased as well. Furthermore, it also was found students in both groups are using a greater variety of methods and means to learn English language, and that the two groups had similar expectations of experiencing effective English language learning at private institutions and were more more interested in and motivated to learn English from public school English lessons. Thus it was found that the gap between the two groups in terms of learning histories and perceptions towards English learning had been reduced and that the learning taking place at private language institutes and public schools have a greater complimentary relationship than before. This paper, therefor, can be regarded as a meaningful study, owing to the light it sheds on the critical issue of regional disparities between the learning opportunities and perceptions towards English of more urban and rural language learners, and it is hoped that there will be more studies of like nature in the future.

An Empirical Study on the Relationship between College Students’ Online L2 Self-Regulated Learning and English Learning Outcomes

피근욱(Pi, JinYu)(皮謹煜),고흥(Kou, Heung) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.18

목적 정보 기술의 발전과 COVID-19의 영향으로 온라인 교육 및 혼합 교육이 대학의 다양한 과정에서 널리 사용되었다. 대학생의 온라인 L2자기조절학습 상태와 L2 자기조절과 영어 숙련도 수준 간의 관계를 탐색하기 위해, 본 연구는 비영어 전공자의 온라인 학습 환경에서 영어 자기조절학습의 현황과 영어 학습 효과와의 관계를 정량적 분석 방법을 사용하여 연구하였다. 방법 이 연구에서 선택한 두 클래스의 대조군과 실험 클래스의 비율은 각각 51%와 49%이다. 본 연구의 연구원은 네트워크 환경에서 영어를 배우는 과정에서 대학생의 자기조절학습 전략과 기술 (skill)을 조사하기 위해 설문지를 처음 사용하였다. 실험 전 두 반의 실력은 비슷했다. 교사는 학습자가 온라인으로 가르치는 동안 학습 목표, 접근 방식 및 성찰 측면에서 학습자의 자기조절학습 전략 및 기술(skill)에 효과적으로 개입하였다. 3개월 간의 실험을 한 후, L2 SRL과 두 수업 간의 영어 시험 점수를 다시 비교하였다. 결과 Paried sample t test를 수행함으로써 실험 클래스의 결과는 22.2점 증가했으며, 해당 테스트 유의성 p는 .000(<.05)로 영어 테스트의 성취도가 크게 향상되었음을 의미한다. 새로운 교육 모델의 각 변수의 상관관계 분석을 통해 각 전략과 영어 실적 사이에는 유의한 상관관계가 있으며(p<.05) 해당 상관계수는 .352~.704이었다. 회귀 방정식은 전체 변동의 84.9% (Adj. R²)를 설명하여 모델이 적합하고, 해당 분산 F값의 분석이 45.183으로 매우 유의미한 수준에 도달함을 의미 하였다(p<.05). 목표 설정, 환경 구축, 작업실행(task) 전략(strategies), 시간 관리 전략, 도움(help seeking) 전략 및 자기 평가는 영어 능력에 상당한 영향을 미치며(p<.05), 표준 회귀 계수는 각각 .234, .346, .299, .228, .266, .249이었다. 결론 위의 결과에서 알 수 있듯이 온라인 학습 환경에서 학생들의 L2 SRL 전략과 기술은 영어 시험 결과에 중요한 영향을 미치고 있다. 교사의 도움과 학생들의 목표 설정, 환경 구조화, 작업 전략, 시간 관리, 도움 추구 및 자기 평가에 대한 개입을 통해 L2 SRL은 향상되었다. 결과적으로 영어 결과도 향상되었다. Objectives With the development of information technology and the impact of COVID-19, online teaching and blended teaching have been widely used in various courses in colleges and universities. In order to explore the status of the college students’ online L2 Self-regulated learning and the relationship between the L2 Self-Regulation and English Proficiency Level. The study uses quantitative analysis methods to investigate the current situation of English self-regulated learning in the online learning environment of non-English majors and its relationship to the effect of English learning. Methods The proportions of the control class and the experimental class of the two classes selected in this study are 51% and 49% respectively. The researcher first used questionnaires to investigate the self-regulated learning strategies and skills of college students in the process of learning English courses in the network environment. At the same time, students’ English level were tested by the standardized English test. Before the experiment, the English levels of the two classes are equivalent. Then, teachers effectively intervene learners’ self-regulated learning strategies and skills in terms of learning objectives, approaches and reflections while they teaching online. After one three-month experiments, L2 SRL and scores of the English test of the two classes are compared with each other again. Results By conducting the paried sample t test, the results of the experimental class have increased by 22.27 points, and the corresponding test significance p is .000(<.05), which means it has a significant improvement in the achievement of the English test with the new teaching model. Through the correlation analysis of each variables, there is a significant correlation between each strategy and English performance (p<.05), and the corresponding correlation coefficient is between .352-.704. The regression equation can explain 84.9% (Adjusted R²)of the total variation, implying the model fits well, and the corresponding analysis of variance F value is 45.183, reaching a very significant level (p<.05). Goal setting, environment construction, task execution strategies, time management strategies, help seeking strategies, and self-evaluation have a significant impact on the English proficiency (p<.05), the standard regression coefficients are .234, .346, .299, .228, .266, .249, respectively. Conclusions As the results above shown that under the online learning environment, students’ L2 SRL strategies and skills are significant to the results of the English test. Through the teachers’ help and intervene to students goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, students L2 SRL has improved. Consequently, English outcomes has improved as well.

영어회화 학습 도구로서의 AI 스피커에 대한 사용자 경험 연구

이은비 ( Lee¸ Eun Bee ),윤재영 ( Yun¸ Jae Young ) 디자인융복합학회(구.한국인포디자인학회) 2021 디자인융복합연구 Vol.20 No.5

현재 많은 개발사들이 AI 스피커를 통해 영어회화 학습이 가능한 프로그램을 제공하고 있다. 교육과 기술이 융합한 새로운 교육 흐름에서 인공지능을 통한 영어회화 학습은 주목받고 있지만 아직 초기 단계이기에 사용자를 고려한 디자인 설계가 필요하다. 본 연구의 목적은 영어실력에 따라 각 언어학습유형에 대한 사용자 경험을 조사해 사용자가 선호하는 언어학습유형이 무엇인지 살펴보고 사용자에 적합한 인터랙션 디자인 전략을 제시하는 데 있다. 이에 따라 AI 스피커의 대화 주도 방식에 집중해 AI 스피커 주도형 학습, 사용자 주도형 학습으로 유형을 나누었고, 기존 동영상 학습과 함께 비교하여 영어회화 학습 사용자의 경험요소(흥미성, 유용성, 적합성, 지속 사용성)를 측정하였다. 연구 결과, AI 스피커의 언어학습유형(AI 스피커 주도형, 사용자 주도형)이 동영상 학습에 비해 높은 평가를 받았다. 또한 영어실력에 따라 사용자 경험에서 차이를 보였는데, 영어실력이 높을수록 사용자 주도형 학습 유형이 높은 평가를 받았고 영어실력이 낮을수록 AI 스피커 주도형 학습이 높은 평가를 받았다. Currently, many developers offer programs that enable learning of English conversation through AI speakers. Learning English conversation through artificial intelligence is drawing attention in a new educational trend that combines education and technology, but since it is still in its early stages, design considering users is needed. The purpose of this study is to investigate user experience for each type of language learning based on English proficiency, see what types of language learning users prefer, and present an interaction design strategy suitable for users. Accordingly, we focused on conversation-driven methods of AI speakers and divided the types into AI speaker-led learning, user-led learning, and measured user experience factors(interest, usefulness, fit, and persistence) compared with existing video learning. As a result of the study, the language learning type (AI speaker led, user led) of AI speakers was highly evaluated compared to video learning. In addition, there were differences in user experience depending on English skills, the higher the English proficiency, the higher the user-led learning type, and the lower the English proficiency, the higher the AI speaker-led learning.

Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19

Seonmin Huh,Xiaoping Shen,Daliang Wang,Kang-Young Lee 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.1

This study reports Chinese and Korean university EFL students’ perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.

English Acquisition through NNS-NNS Interaction in EFL Context: Focused on the Distance Learning between Japan and Korea

장복명 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.2

This paper aims to prove that the interactions between non-native speakers in EFL context are very effective in English acquisition. The purposes of this study can be summarized as follows: 1) to recognize the importance of English as an International Language (EIL) and the concept of World English, 2) to develop the best way to help English learners to acquire English as a foreign language in the countries of expanding circle, 3) to devise a model of international distance learning and adapt it to the English learning environments of Japan and Korea, 4) to prove the interactions between non-native speakers in EFL context are very effective in English acquisition. For these purposes, this study focused on the distance learning between the university students from Korea and Japan, and analyzed the results of the qualitative and quantitative research surveys from the students who participated in this distance learning. For this study, a new model of distance learning between Korea and Japan, NWCCDLP (Namseoul - Waseda Cross-Cultural Distance Learning Project) was devised, and the data of NWCCDLP from 2005 to 2007 were collected and analyzed. The results suggest that the NNS-NNS interaction is very effective in motivating Korean learners of English to use and practice English in EFL context.