전국 중·고등학교 영어듣기평가 시행에 대한 학교 현장의 인식과 실태

권서경(Kwon, Suh Keong) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.3

This paper explores how students and teachers in secondary schools in Korea perceive the National English Listening Test (NELT), which is administered twice a year nationally. A total of 263 students and 537 teachers participated in a survey, and the responses were analyzed to examine the degree to which perceptions might vary by the level (middle and high school), and size (small-medium-large) of the schools. The findings showed that most stakeholders generally have positive perceptions towards the NELT, but teachers and students have slightly different preferences toward a few elements of the test item and listening prompts. It was also found that most schools administer the test simultaneously and include the results as part of the students’ English performance scores. However, high schools and larger sized schools tend to rely less on this test compared to middle schools and smaller sized schools. This paper concludes by asserting the need for policy reforms to compensate for the drawbacks of the NELT in terms of test development and administration.

대학수학능력시험 영어영역 읽기 문항 난이도 요인 탐색

권서경(Suh Keong Kwon),신동광(Dongkwang Shin) 한국영어교과교육학회 2022 영어교과교육 Vol.21 No.2

This study investigates factors that affect the difficulty levels of CSAT English reading items. For this, 56 English reading items from two recent CSAT tests, those administered in 2021 and 2022, were carefully examined to identify what elements of the reading stimuli had significant effects on the item difficulty. For data analysis, correct answer rates for each item were used to examine the extent to which different item-related variables, both quantitative and qualitative, might be associated with the difficulty of the items. The findings show that the reading items from the 2022 test were significantly more difficult than those from the 2021 test. When specific elements of the reading items of both tests were examined, it was found that the reduced number of EBS-linkage items was one of the main causes of the drop in the correct answer rates on the 2022 test. Furthermore, multiple regression models show that higher Gunning-Fog-Index readability level and logical connectives use ratio in the reading stimuli are predicted to increase the item difficulty. The present paper concludes by presenting a model that predicts the difficulty levels of CSAT reading items, which consist of a number of different variables.

Using Eye-tracking in L2 Research: Friend or Foe?

권서경(Suh Keong Kwon) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.3

Eye-tracking, an innovative research method that measures the movements of the eyes, has recently gained much attention in the areas of second language learning and assessment. The advantage of using eye-tracking is that it provides a direct measure of cognitive processes in a natural condition. The present paper provides a systematic review of what eye-tracking is, both in theory and practice, how it works from preparation to interpretation of the results, and what strengths and weaknesses it possesses. For this, an existing eye-tracking study has been used as a sample to demonstrate what needs to be considered in the stages of data collection, data analysis, and interpretation. The present paper also provides some empirical data and findings from the sample study as examples to demonstrate how the eye-movement data are computed and analyzed to explain a participant’s viewing behavior. By introducing different types of eye-movement data, the paper illustrates how different measures and forms of eye-movements provide discrete meanings to explain participants’ cognitive processes. This study concludes by providing a few practical suggestions to improve the validity of eye-tracking studies for effective uses of the method.

생성형 인공지능 ChatGPT의 영어 독해 문항 풀이 능력 탐색

권서경(Suh-Keong Kwon),이영태(Young Tae Lee) 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.2

학교 영어수업에 대한 초등학생의 인식과 기대 : 영어수업 만족도에 미치는 영향 탐색 중심으로

권서경(Suh Keong Kwon),김성혜(Sung Hye Kim) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.11

본 연구에서는 학교 영어수업에 대한 초등학생들의 인식과 기대에 대해 알아보기 위해 대규모 전국단위 설문조사를 실시한 결과를 제시하였다. 설문조사는 무작위표본추출 방식을 통해 표집된 전국 300개 초등학교 3∼6학년 초등학생 4,689명을 대상으로 온라인으로 실시되었고 학생들은 현재의 학교 영어 수업에 대한 전반적인 만족도, 영어 학습에 대한 자신감, 흥미, 영어 기능별 선호도, 그리고 학교 영어 수업에서 제공되는 다양한 프로그램 및 인프라에 대한 선호도에 대해 응답하였다. 응답 결과는 전체 학생의 결과를 비롯하여 성별, 학년, 그리고 사교육 경험 유무에 따라 구분하여 분석하였고 각 변인 간의 차이가 있는지도 함께 분석하였다. 분석결과, 학생들은 전반적으로 현재 학교 영어수업에 만족하고 있었는데 여학생이 남학생보다 만족도가 높았고 학년이 높아질수록 만족도가 하락하고 있었으며 사교육 경험이 있는 학생들이 그렇지 않은 학생들보다 수업 만족도가 낮았다. 또한 학생들은 주로 영어 쓰기 기능에 자신이 없는 반면 듣기와 말하기에는 비교적 높은 자신감을 보였다. 이런 현상은 성별의 유의미한 영향을 받지 않았고 학년과 사교육 경험에 따라 유의미한 차이를 보였다. 요인분석을 통해 추출된 요인들을 바탕으로 다중회귀분석을 실시한 결과 학생들의 정의적인 측면의 내재적 요인이 교내 인프라나 교수학습 프로그램과 같은 외부 요인보다 학교 영어수업 만족도를 크게 높여주는 것을 확인하였다. 제시된 연구결과를 바탕으로 향후 학교 영어교육 내실화를 추진하기 위한 정책적 시사점을 제시하였다. Since English subject was first introduced to the elementary school curriculum in 1998, series of teaching and learning policies followed by relevant studies has been applied to the classrooms. However, a number of problems and issues still exist, particularly in terms of the achievement gap among students, difficulty levels, or ways to teach four skills. This study conducted a survey on 4,689 elementary schools students in grade 3 to 6 from 300 schools nationwide and investigated their perceptions towards the English lessons and learning experiences. Specifically, we focused on identifying the degree of satisfaction on English classrooms, their affective domain towards learning English, and perceptions on various English learning programs run at schools. The responses to these questions were analysed to compare differences by gender, grades, and private cram schools experience. Findings showed that elementary school students were generally satisfied with the public English education, but this varied by their gender, grade, and private cram school experience. Students also reported that writing is the least confident skill while listening and speaking are the most confident skills. These differences in level of confidence on each skill were significantly affected by the grades and private cram school experience, but not by gender. Findings of factor analysis showed that students’ affective domain factor had a stronger positive effect on their satisfaction level more than extrinsic factors.

영어 학습부진 발생 원인과 과정 탐색을 위한 종단 연구

권서경(Kwon,Suh Keong),김태은(Kim,Tae Eun) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3

The purpose of this four-year longitudinal study is to investigate the main factors and processes of becoming an English underachiever. For this, a total of six participants were involved in case studies that used classroom observation, interviews, and basic English skills test as data collection methods. The five students in different grades were continuously investigated to look at the processes of learning English from both cognitive and affective perspectives. Findings of the case study showed that most participants began to face difficulty in learning English from basic reading skills, particularly in understanding English phonics. Also, four participants had negative perceptions and attitudes towards learning mainly because they feared making errors or mistakes. Lastly, some of the participants ended up withdrawing from learning English at an early stage and refused to participate in classroom activities. Based on these case study findings, the present paper identified three key factors that cause underachievement in English and how it becomes intensified over time. This paper concludes by asserting a number of implications and suggestions to prevent these problems to educational bodies and schools.

아트로핀 결막하 주사 후 발생한 결막 괴사 1례

권현석 ( Hyun Seok Kwon ) , 나영수 ( Young Soo Nah ) , 서경률 ( Kyoung Yul Seo ) , 김응권 ( Eung Kwon Kim ) 대한안과학회 2002 대한안과학회지 Vol.43 No.9

레이저 각막 상피 절삭 가공 성형술에서 레이저 조사 반경과 이행부가 광학수차에 미치는 영향

권현석 ( Hyun Seok Kwon ) , 고일환 ( Il Hwan Koh ) , 서경률 ( Kyoung Yul Seo ) , 김응권 ( Eung Kwon Kim ) 대한안과학회 2003 대한안과학회지 Vol.44 No.3

중학생을 위한 모바일 기반 영어 말하기 학습 프로그램 적용사례연구

윤지환,김소연,권서경,Yun. Jeehwan,Kim. Soyen,Kwon. Suh keong 팬코리아영어교육학회(구 영남영어교육학회) 2015 영어교육연구 Vol.27 No.2

This study aims to explore the use of the mobile-based English speaking application, Speaking English Jr. by Korean middle school teachers and students. A total of 510 students and 17 teachers from 15 middle schools in both rural and urban areas participated in this study. Data from two student surveys and student logs from the Learning Management System (LMS) were collected and quantitatively analyzed by using descriptive statistics and ANOVAs. The results indicate that although students in both areas like mobile phones (68.2%) and are proficient in using their functions (64.3%), few used their phones for education (6.8%). Most of their phone time was spent in messaging (62.1%), interacting with SNS (59.6%) and playing games (46.6%). In particular, 62% of the students in rural areas responded that they did not receive any educational assistant in studying English after school. However, after using the English speaking application program, the confidence level of these students in learning English significantly increased. The implications of the study suggest bridging the English achievement gap between students in rural and urban areas with assistance from the free educational application programs that have been developed based on the national curriculum for Korean students.

창의ㆍ인성 함양을 위한 학교중심 영어교육 프로그램 사례 연구

안태연(Ahn Tae youn),권서경(Kwon Suh keong) 한국열린교육학회 2014 열린교육연구 Vol.22 No.4

최근 공교육을 통한 창의ㆍ인성 교육이 강조되고 있지만 학교 현장에서 영어교과와 연계한 창의ㆍ인성 교육이 어떤 형태와 방식으로 이루어질 수 있는지에 대한 연구는 부족한 실정이다. 본 연구는 영어교육모델 창의경영학교에서 운영된 창의ㆍ인성 영어교육 프로그램의 다양한 사례 분석을 통해 창의ㆍ인성 중심 영어교육 프로그램의 유형 및 특징을 탐색하여 단위학교를 중심으로 이루어지는 창의ㆍ인성 영어교육의 방향을 제시하고자 하였다. 영어교육모델학교는 교육부의 지원을 받아 단위학교 중심의 학교 영어교육의 변화를 추진하는 창의경영학교 사업의 일부로 창의ㆍ인성 계발을 위한 영어교육을 목표로 하고 있다. 본 연구에서는 영어교육모델학교에서 운영한 74개의 창의ㆍ인성 영어교육 프로그램의 내용과 특징을 분석하여 총 7가지(영어관련 행사 및 대회, 영어 동아리 활동, 영어 재능나눔 활동, 타교과 연계 영어 프로그램, 창의ㆍ인성 영어 독서 프로그램, 국제 교류 프로그램, 방학 중 영어캠프)로 유형화하고, 초ㆍ중ㆍ고등학교 학교급별로 나타난 각 프로그램 유형의 특징을 제시하였다. 또한, 각각의 프로그램 운영 사례를 질적으로 분석하여 창의ㆍ인성 교육 이론에서 제시한 창의성과 인성 교육 요소가 어떻게 프로그램에 반영되었는지 살펴보았다. 이를 바탕으로 영어교과와 접목한 창의ㆍ인성 교육을 실현하고자 하는 일반학교에 대한 시사점을 논하였다. In the National English Curriculum of Korea, creativity and personality education is considered to be essential pedagogical components of school education; the incorporation of creativity and personality instruction in elementary, middle, and high school classroom teaching is recommended. The present study aimed to explore the ways in which creativity and personality education have been integrated into English language classrooms based on the analysis of English education programs for developing creativity and personality at schools appointed as English Education Model Schools by the Ministry of Education in Korea. Out of 128 English Education Model Schools, the researchers selected 74 sample cases of English education programs for developing creativity and personality, analyzed and categorized them into seven different types based on their objectives, content, and characteristics. The findings show that while the total numbers of English education programs implemented in each school-level were similar, certain types of programs were more frequently found in one school-level than the other. By qualitatively analyzing each program, this study attempts to extract commonalities among the programs practiced in schools under various conditions, and further examines the ways creativity and personality elements have been integrated into English education programs. This study ultimately aims to support English teachers interested in creativity and personality instruction through English language teaching.