멀티미디어 온라인 게시판 Padlet의 학습 효과성에 대한 대학생 학습자들의 인식

전수인 ( Chun¸ Sooin ) 글로벌영어교육학회 2021 Studies in English education Vol.26 No.3

This study examines college students’ perceptions of the learning effectiveness of multimedia bulletin boards. Through various online bulletin board activities using multimedia, the research investigated how students perceived the learning effect of this type of online tool, Padlet. Fifty-four first-year students performed five different posting activities using Padlet and responded to the questionnaire about the learning advantages they recognized. Their responses were analyzed both quantitatively and qualitatively. The concepts of learning effectiveness of Padlet activities were coded and classified into three categories: emotional, cognitive, and social constructivist. Results showed that students mentioned emotional factors the most, followed by social constructivist factors. The students described that posting activities using multimedia increased their learning motivation; they could effectively share their thoughts with other students and better understand their peers’ideas. Their perception of the cognitive domain related to the improvement of language ability was the least. students are expected to improve the cognitive skills related to language learning if they are provided with appropriate activities according to learning topics.

콘코던스를 활용한 고등학생들의 귀납적 어휘 학습

전수인(Chun, Sooin) 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

This study examines the use of inductive thinking skills of high school students during Data-Driven Learning (DDL), and investigates their potential for the learning in the classroom. Despite the benefits of DDL, which facilitates the inductive language learning improving both thinking skills and language competence, only a few studies focus on learners' thinking process in the learning. Moreover, there aren't many on young learners'. This study aims to investigate high school students' use of cognitive and metacognitive skills in the inductive vocabulary learning with concordance examples. Seventy high school students undertook DDL with paper-based materials in the classroom and wrote reports about their findings based on the concordances. Their descriptions in the reports were analyzed qualitatively with reference to the stages of cognitive skill use defined in Chun's study (2011). Results showed that the high school students use the similar thinking skills and strategies in the learning with the university students' in her study. This study discovered their capability for DDL in terms of inductive thinking skills, and the strong possibility of development for the inductive language learning.

High School Teachers` Needs for DDL Materials: Appropriate Amount of Concordance Input

( Sooin Chun ) 한국멀티미디어언어교육학회 2016 Multimedia Assisted Language Learning Vol.19 No.1

This is a companion paper to the previous study (Chun, 2015) on how to construct appropriate Data-driven learning (DDL) materials. As basic research for developing materials for low proficiency EFL learners, it presents the study by exploring high school teachers’ needs toward the materials, and is limited to appropriate numbers of citations when doing DDL activity in the classroom. Over the past decades, increased attention has been paid with regard to paper-based DDL materials for language learners. However, few studies suggest practical guidelines on how to develop the materials. This study particularly focused on teachers’ suggestions regarding an appropriate amount of concordance input, which is an essential factor in development of the materials. It followed 28 Korean high school teachers of English in order to analyze their needs regarding the developed materials. Data collected from the survey and follow-up interviews were used. Results reveal that teachers’ needs for numbers of citations were diverse and dependent on learning settings, e. g. for individuals or groups. They preferred more citations for group work and fewer for individual work. The study provides practical information for appropriate numbers of citations at least required for DDL activity in the secondary classroom.

Learners as Corpus Researchers

Sooin Chun 한국외국어교육학회 2011 Foreign languages education Vol.18 No.3

The purpose of this study is to investigate how college students develop their cognitive skills through hands-on concordancing. It examines how students expand their cognitive skills by using self-access online corpus. It was conducted over a two-month period with 27 undergraduate students enrolled in a English Education course at a Korean university. After having lab training on online corpus/concordancer and corpus search, students undertook three corpus investigation tasks. They then submitted written reports after each task. Collected data are examined both qualitatively and quantitatively, with the mixed method, with reference to O’Sullivan’s (2007) descriptions of cognitive skills and concordance learning process by Kennedy and Miceli (2001, 2002), and Sun (2003). Results show the progress of the tested students using their thinking skills when completing three tasks and suggests that direct use of hands-on corcordanceing can help language learners expand their inductive thinking skills effectively.

대학생들의 영어 온라인 학습 활동과 모바일 학습기기 활용의 변화에 관한 고찰

전수인(Chun, Sooin) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.17

본 연구에서는 시간에 따른 대학생들의 온라인 영어 학습 행태와 학습 기기 활용상의 변화를 검토하고, 향후 모바일 기기를 활용한 효과적인 온라인 학습 활동 방안을 논의하고자 하였다. 3년 간격으로 세 개의 다른 전공영역의 신입생 총 212명을 대상으로 학습 기기별 온라인 학습 활동 상태를 조사하였다. 2016년(집단1)과 2019년(집단2)에 각각 신입생 112명과 100명을 대상으로, 영어 학습용 기기, 학습 시간, 그리고 학습 컨텐츠 영역에서 학습자 인식 및 활용 실태 변화를 종적으로 비교 검토하기 위하여, 온라인 설문을 실시하였다. 그 분석 결과를 살펴보면, 첫째 참여 대학생들이 가장 많이 활용하는 영어 학습용 기기는 스마트폰, 데스크탑, 그리고 테블릿 순으로 두 실험 집단 간 변화의 차이가 크지 않았고, 둘째 해당 기기를 사용한 하루 평균 학습 활용 시간은 2019년에는 크게 증가하였다. 특히 2016년에 비하여 최근에 노트북, 테블릿 그리고 스마트폰을 포함한 모바일 기기를 활용한 학습 활동 시간이 상당히 증가하였다. 마지막으로 주로 사용하고 있는 온라인 학습 컨텐츠들의 종류를 비교한 결과, 2019년에는 능동적 학습을 위한 컨텐츠들의 활용이 증가하였다. 최근의 테크놀러지의 발전을 고려해 볼 때, 영어 학습을 위한 학습자들의 모바일 기기 활용 방법에 큰 변화가 없는 학생들도 많았으나, 일부 학생들의 능동적이고 확장적인 학습 활동은 매우 고무적이라 할 수 있다. 이러한 온라인 학습 활동을 촉진시키기 위한 교육 관계자들의 적극적인 노력이 필요할 것이다. This study is to examine how college students have changed their online English learning activities and the use of their learning devices over time. It also discusses what are effective online learning activities using mobile devices. To investigate the changes in types of the learning devices, times, and contents, this study conducted an online survey for two groups of 115 freshmen in 2016 and 102 students in 2019, respectively. First, it found that the learning devices used most by the participants did not differ significantly between the two experimental groups in the order of smartphones, desktops, and tablets. Second, their average utilization times of the devices for their learning increased significantly in 2019. Lastly, the types of online learning contents for voluntary and self-motivated learning such as google search, youtube and TED contents are used more than in 2019. In conclusion, many students have not shown a significant change in how learners use mobile devices for English learning. However, it is very encouraging that some have done active and extended learning activities. Therefore, more proactive and aggressive efforts of educational personnel are needed for learners to promote online learning activities using mobile devices.

초등학생의 영어 그림자인형극놀이 학습 활동 사례 연구 및 교실 수업 활용 방안

전수인(Chun, Sooin),손영훈(Son, Yeonghun) 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.3

This paper explores the feasibility of using shadow puppetry as a classroom activity for Korean EFL primary school students. Despite the benefits of shadow puppetry for EFL young learners, it has not been widely used as a language learning activity in Korea. Moreover, there have few studies carried out with the primary school students. Based on these needs, the study focused on the possibility of using shadow puppetry in the classrooms. In order to investigate it, the study analyzed a shadow puppetry class with 13 primary students as an instrumental case study. This qualitative study involves 8 hours of video observation by three observers, teacher’s reflective journals and his interview transcripts, and student journals. Results showed that the lesson procedures and techniques were appropriately used for the young learners in low levels of English proficiency to successfully undertake the activity, and helped them to improve both their language and affective skills. The data also reveled that the lessons, with some revisions, are possibly applicable to the primary school setting.

교사의 피드백을 통한 중학교 영어 학습자들의 효과적인 데이터추론학습 과정

전수인(Chun, Sooin) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.11

본 연구는 영어 학습자들의 자율학습성 및 어휘와 인지능력의 향상과 관련하여 지난 20여 년간 주목 받아왔던 데이터추론학습의 교실 수업 활용 가능성의 평가를 위한 기초 연구로서, 중학교 학습자들의 효과적인 추론학습 활동을 위한 교사 피드 백의 필요성을 관찰 분석하였다. 경기도 지역의 한 중학교 3학년 학생 15명을 대상 으로 데이터 추론학습을 3차례 실시하고, 교사의 피드백에 따른 학습 결과의 변화를 관찰하였다. 이를 위하여 학생 학습활동보고서, 사전, 사후 어휘 시험 결과, 학생 면담, 교사 면담 자료를 수집하여 혼합 분석하였다. 학습활동지 관찰 결과에 따르면, 학생들의 어휘 지식 확장은 교사의 피드백이 주어진 후인 2회부터 뚜렷이 관찰되었 고, 10명의 학생들이 사후 어휘 시험에서 학습활동으로 다루어졌던 목표 어휘 외의 단어에 대하여서도 다양한 어휘 지식을 인식한 것으로 확인되었다. 학생과 교사 면담을 통하여 추론학습관련 교사 피드백은 자율적 데이터추론학습 활동에 어려움이 많을 것으로 예상되는 중학교 영어 학습자들의 학습 동기를 부여 할 수 있으며, 좀더 효과적인 추론 능력 신장과 올바른 어휘 지식 습득에 도움이 되는 것으로 관찰되 었다. This study aims to investigate the role of teachers feedback for middle school students to undertake data-driven learning activities in the classroom. It examined 15 middle school students progress of vocabulary learning through three data-driven learning activities, guided by a teacher. Their progress was investigated based three different data from students vocabulary tests, students learning reports, their individual interviews, and a teacher s interview. The results showed that the students had made evident progress in recognizing diverse types of vocabulary knowledge since the second activity, which was undertaken after the first teacher s feedback. The feedbacks, based on the guided materials for the teacher, was to help the students what types of vocabulary knowledge of each target word they should discover during the activities. Particularly, ten out of the students showed the meaningful expansion of vocabulary knowledge, by recognizing its diverse types in the post vocabulary test. From students and teacher s interviews, it was found that appropriate feedback by a teacher would ease students burden of data-driven learning and offer learning motivation.

중,고등학생들의 데이터추론 영어 어휘 학습용 모바일 앱 개발 제안

전수인(Chun, Sooin) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.6

연구의 주목적은 지면을 활용한 기존의 데이터추론 영어 학습용 자료를 모바일 어플리케이션으로 개발하여 좀 더 효과적인 학습 환경을 제공하고자 함이다. 이를 위하여 본 연구에서는 학습 효과성을 높일 수 있는 데이터추론 영어 학습 원천 자료를 개발하고 이를 모바일 학습으로 구현할 수 있는 어플리케이션의 개발을 제안하였다. 본 연구에서는 60개의 중, 고등학생용 학습 어휘를 선정하고 이에 대한 데이터추론학습용 원천 자료를 만들고, 이를 모바일 앱에 탑재한 후에 교사자문단과 학 습자 실험 집단으로부터 학습 활용도 검토를 실시하여 개발물에 대한 학습 효과성 및 활용도 기초 검토를 실시하였다. 10명으로 구성된 중, 고등학교 교사 자문단과 37명의 학습자 집단 모두 개발물이 새로운 학습 자료로서 가치가 있음을 언급하였다. 그러나 제안된 60개 학습 목표 어휘 외에도 적절한 난이도의 학습 단어를 추가 할것과 학습자들의 학습 흥미를 높일 수 있는 학습용 모바일 앱 기능을 추가 할 것을 제안하였다. 본 연구에서 제안된 모바일 학습 도구는 지난 20여 년간 학습 효과성으 로 조명 받아왔던 코퍼스 기반 데이터추론 영어 학습에 현대적 기술을 도입하여, 저학년 학습자들의 학습 참여도 및 추론 능력을 향상시키는데 도움이 될 것으로 기대된다. The primary purpose of this study is to provide middle and high school students with a more effective learning environment for inductive vocabulary learning by mobile technology. For this purpose, this study first developed raw materials of Data-Driven Learning (DDL) based on deductive DDL approach and a pilot mobile application with 60 target words for middle and high school students’ learning. The learning utilization and effectiveness of the developments were then examined by a teacher advisory group consisting of 10 middle school and high school teachers, and a learner group of 37 new freshmen of a university in Chungchung Province. In the survey, both groups mentioned that those enhancements were innovative and can be effectively used for inductive vocabulary learning. However, they also suggested improvements in the list of target words, example texts, and functions in the application. The DDL materials and a mobile application proposed in this study are expected to help improve the participation and reasoning ability of lower grade learners by introducing modern technology into traditional DDL which has been illuminated as to its effectiveness in language learning over the past 20 years.

코퍼스기반 CALL 연구 동향 : 질적메타분석

김혜영(Kim Heyoung),전수인(Chun Sooin) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.2

This paper presents a qualitative meta-analysis of 71 corpus-based CALL studies for the last 15 years (1993-2008). In this study, “corpus-based CALL” research is defined as all the corpus studies that provide information and implications for L2 education. For extensive review of the previous studies, this study employs an analytical framework of corpus-CALL research scope including four categories: 1) tools and types, 2) instructional approaches, 3) language recognition focus and 4) effectiveness. The purpose of this meta-analysis is to provide practical information such as “what, how or to whom” to language teachers who want to utilize corpus for their instruction and also to suggest some insightful direction for researchers in this area. The three research questions are addressed to achieve this purpose. First, what corpus types and concordance tools have been used in corpus-based CALL? Second, what instructional approaches have been employed in corpus-based CALL? Third, what pedagogical implications of using corpus have been driven for L2 education? The findings of this study suggest that corpus-based CALL instruction seems most effective for adult learners in an inductive way of using small corpus data such as writing consultation or self-error correction.

SoUth Korean study to PrEvent cognitive impaiRment and protect BRAIN health through Multidomain interventions via facE-to-facE and video communication plaTforms in mild cognitive impairment (SUPERBRAIN-MEET): Protocol for a Multicenter Randomized Control

Cho Soo Hyun,Kang Hae Jin,Park Yoo Kyoung,Moon So Young,Hong Chang Hyung,Na Hae Ri,Song Hong-Sun,Choi Muncheong,Jeong Sooin,Park Kyung Won,Kim Hyun Sook,Chun Buong-O,Jung Jiwoo,Jeong Jee Hyang,Choi Se 대한치매학회 2024 Dementia and Neurocognitive Disorders Vol.23 No.1

Background and Purpose: The SoUth Korea study to PrEvent cognitive impaiRment and protect BRAIN health through lifestyle intervention (SUPERBRAIN) proved the feasibility of multidomain intervention for elderly people. One-quarter of the Korean population over 65 years of age has mild cognitive impairment (MCI). Digital health interventions may be cost-effective and have fewer spatial constraints. We aim to examine the efficacy of a multidomain intervention through both face-to-face interactions and video communication platforms using a tablet personal computer (PC) application in MCI. Methods: Three hundred participants aged 60–85 years, with MCI and at least one modifiable dementia risk factor, will be recruited from 17 centers and randomly assigned in a 1:1 ratio to the multidomain intervention and the waiting-list control groups. Participants will receive the 24-week intervention through the tablet PC SUPERBRAIN application, which encompasses the following five elements: managing metabolic and vascular risk factors, cognitive training, physical exercise, nutritional guidance, and boosting motivation. Participants will attend the interventions at a facility every 1–2 weeks. They will also engage in one or two self-administered cognitive training sessions utilizing the tablet PC application at home each week. They will participate in twice or thrice weekly online exercise sessions at home via the ZOOM platform. The primary outcome will be the change in the total scale index score of the Repeatable Battery for the Assessment of Neuropsychological Status from baseline to study end. Conclusions: This study will inform the effectiveness of a comprehensive multidomain intervention utilizing digital technologies in MCI. Trial Registration: ClinicalTrials.gov Identifier: NCT05023057