인공지능 기반 자동번역기 파파고를 활용한 초등영어 학습의 효과

윤택남 인문사회 21 2023 인문사회 21 Vol.14 No.2

This study is to examine the extent to which elementary English learners perceive English learning through an artificial intelligence-based automatic translator, Papago. To this end, an ethnographic case study was conducted for about two months on two 6th-grade elementary English learners. Participatory observation and in-depth interviews were conducted for data collection, and after that, field observation notes, memos, and interview contents were transcribed and analyzed through content analysis techniques. Based on the findings and increasing the possibility of generalization through the triangulation, it was confirmed that English skills in terms of grammar, vocabulary, and pronunciation were improved through Papago-based English learning. The results showed that the proper use of an artificial intelligence-based automatic translator had a significant effect on improving English proficiency (vocabulary, pronunciation, grammar), and that the use of these tools had an important effect on self-directed learning and ability development, considering EFL environment.

EBS AI 펭톡을 활용한 초등학습자들의 영어학습 효과

윤택남 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.3

The purpose of this study is to investigate the effects of EBS AI PengTalk when it is used in a public elementary English class. This research focused on the development of elementary school English learners’ speaking ability as well as their attitude change in learning English with EBS AI PengTalk. To answer these questions, 45 elementary school students in Gangwon province participated in this case study. The findings revealed as follows. First, students showed improvement in speaking. The mean score was improved by about 0.8 points compared to the pre-test, and there was a significant difference in speaking ability in general. Second, regarding the change of learning attitude toward English, students showed a positive perspective in studying English with EBS AI PengTalk. The mean was escalated at about 1.0 and there was also a significant improvement in the learning attitude. Third, students showed positive academic progress gradually by getting used to AI-embed learning activities, even though they faced a few technical difficulties and challenges in using the learning tool. To sum up, the integration of EBS AI PengTalk played a positive and active role both in boosting elementary school English learners’ speaking ability and in changing their learning attitude. .

워드클라우드 활동이 초등영어학습자들의 어휘능력과 정의적 태도 변화에 미치는 영향

윤택남,석경오,최가영 한국외국어대학교 외국어교육연구소 2019 외국어교육연구 Vol.33 No.4

The purpose of this paper is to investigate any changes of primary English learners’ vocabulary and affective domains using wordclouds. In order to answer these questions, a 8-week pilot study was conducted with 43 focal participants in Gangwon province. After dividing into two groups(control and experiment), the control group had an intervention with a wordcloud activity. For data gathering and analysis, both pre-/post vocabulary tests, as well as survey questionnaires on the affective domains were administered. The results revealed that the vocabulary learning with wordclouds helped learners to improve their vocabulary capacity, and it proved as an effective tool to make them engaged in learning deeply by providing motivation and self-confidence towards further English learning. 본 연구는 워드클라우드 활동이 초등영어 학습자의 어휘력과 정의적 영역에 어떠한 변화를 가져오는 가를 살펴보는데 그 목적이 있다. 이를 위하여 강원지역 43명의 초등학생을 대상으로 8주간의 실험연구가 실시되었다. 어휘 수업은 매 차시마다 15분간 진행되었으며 참여자는 실험반, 통제반으로 나누어 실험을 실시하였다. 실험에 앞서 두 반의 동질성 여부를확인하기 위하여 어휘 테스트가 진행되었으며 결과 동일집단으로 판단되어 실험이 실시되었다. 실험반은 워드클라우드를 활용한 어휘수업을, 통제반은 교과서와 어휘학습지 중심으로 전통적인 어휘학습을 실시하였다. 실험결과에 따르면 워드클라우드 활동은 일반적 암기 위주의 어휘학습과 비교해 학습자들의 어휘력 향상에 도움을 제공하였으며 정의적 영역에 있어서 자신감과 학습동기가 많이 향상되는 양상을 나타냈었음을 확인할 수있었다.

인공지능 활용 교육에 대한 한국인영어교사와 원어민영어교사 간 인식비교 연구

윤택남(Tecnam Yoon),정진경(Jin Kyeong Jung) 한국중원언어학회 2021 언어학연구 Vol.0 No.58

This quantitative study examines K-12 English teachers’ (N = 107) perceptions of AI-based instruction in South Korea. Drawing on practice related to computer-assisted instruction (CAI), this paper compares in-service Korean English teachers and Non-Korean English teachers. A questionnaire was used to explore the teachers’ general perceptions of AI and familiarity with AI-supported education and the responses of 52 Korean English teachers and 55 Non-Korean English teachers were used to examine differences between the two groups of English teachers. The results revealed that there is no general consensus between the two groups of English teachers about the definition of AI-based instruction. However, both groups identified lack of AI knowledge as their main challenge to incorporating AI in their teaching. Non-Korean English teachers showed more positive perceptions and expectations for using AI than Korean English teachers. The article concludes with a call for extensive research on evidence-based AI-supported teaching and systematic teacher training programs for both groups of teachers for effective, widespread AI applications.

음성대화처리기술 기반 In-Class 앱을 활용한 초등영어학습자의 반응 연구

윤택남 ( Yoon Tecnam ),홍선호 ( Hong Sunho ) 서울교육대학교 초등교육연구원 2021 한국초등교육 Vol.32 No.특별호2

본 연구에서는 음성대화처리기술 기반 In-Class 앱을 활용한 초등영어학습자의 반응을 살펴보는 데 그 목적이 있었다. 이를 위하여 5학년 초등영어학습자 72명을 대상으로 실험을 실시하였으며 사전-사후 설문지를 통하여 그 결과를 살펴보았다. 그 결과를 정리하면 우선, 음성대화처리기술을 활용한 수업은 초등영어학습자들의 인식도에 긍정적인 영향을 미쳤다. 또한 사전과 사후에 있어 통계적으로 유의미한 차이가 있는 것으로 나타났다. 이는 In-Class와 같은 음성대화처리 기술의 활용이 영어 학습자들에게 학습효과를 제고하고 관심을 불러일으키는 데 유용한 방법임을 시사 한다고 할 수 있다. 두 번째로 음성대화처리기술을 활용한 수업이 초등영어학습자들의 정의적 영역 미치는 영향을 살펴본 바, 자신감, 태도, 몰입도, 가치, 동기, 흥미에 있어 긍정적인 변화를 나타내었다. 자신감과 동기도, 그리고 흥미도 면에 있어서는 통계적으로 유의미한 것으로 드러났다. 끝으로 음성대화처리기술을 활용한 수업이 초등영어학습자들의 만족도에 끼치는 영향에 관해 살펴본 결과, 만족도 하위항목 가운데 효과성을 비롯한 모든 항목에서의 긍정적인 변화가 나타났다. 대응표본 t-검정을 실시한 결과에서는 학업의 효과성, 성취도, 의지 면에서 통계적 유의미한 차이가 발견되었다. 위와 같이 본 연구를 통해 음성대화처리기술 기반의 영어 학습은 긍정적인 교육적 효과와 활용 가능성 있는 것으로 확인되었다. 이는 기초의사소통능력 신장이라는 목표 달성을 위한 한 가지 방안으로서 그 의의가 있다고 볼 수 있다. The purpose of this research study is to investigate the responses of the primary ELLs’ recognition, affective factors and learning satisfactions towards VRC(Voice Recognition Technology)-based English learning. In order to answer these questions, 72 young ELLs enrolled in the fifth grade at B elementary school in Gangwon Province participated in this study. A survey questionnaire, as a main research instrument was administered, and analyzed quantitatively after collecting. The results show as follows: First, English lessons with VRC played an important role in escalating young ELLs’ overall recognition. There was also a significant difference between pre- and post-survey on the recognition, which means VRC helped young ELLs gain educational effects and concentration. Second, English lessons with VRC changed young ELLs’ affective factors, such as self-confidence, attitude, value, motivation and interest, positively as time went. There was also a significant difference in self-confidence, motivation and interests. Lastly, the improvement of learning satisfaction appeared, particularly in the pedagogical effectiveness. There was also a significant difference in effectiveness, achievement and willingness. To sum up, it can be concluded that English learning with VRC has positive effects and merits on young ELLs’ educational achievement, learning attitude and learning satisfaction. Suggestions for further study are to be addressed.

영어매개강의에 대한 예비초등영어교사의 학습 만족도와 효능감 분석

윤택남 한국콘텐츠학회 2023 한국콘텐츠학회논문지 Vol.23 No.4

This study investigated the learning satisfaction, effectiveness, and perception of English-mediated lectures for 31 prospective elementary school English teachers attending S University of Education. To this end, a total of 10 weeks of experimental classes were conducted, and the analysis results through the questionnaire and the lecture evaluation results were summarized as follows. First, the average learning satisfaction of all pre-service elementary school English teachers who experienced English-mediated lectures was 3.76, and the paired samples t-test showed a statistically significant difference compared to general Korean-based classes. Second, as a result of examining the effectiveness of English-mediated lectures, the overall average was 3.68. In particular, among the sub-variables, the effect on the learning environment was very high, and the t-test showed a statistically significant difference, which was judged to have a positive effect on the change in learning motivation, attitude, and will of pre-service elementary English teachers. Third, as a result of analyzing the results of the lecture evaluation, opinions on positive and negative aspects were similarly derived. When synthesizing the research results, the effect of English intervention lectures was confirmed, and finally, an educational proposal for the application of English intervention lectures was described.

구글 Read Along 앱 활용이 초등영어학습자의 발음과 정의적 영역에 미치는 효과

윤택남,Yoon, Tecnam 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.10

The purpose of this study was to investigate the effects of Read Along by Google with primary English learners' pronunciation and affective domains. In order to answer these two questions, a 4-week pilot study was conducted with 24 participants in the 6 th grade. Read Along as a main learning tool was utilized for a reading-aloud activity, and a pre-/post pronunciation test and survey on the affective factors were distributed as a research instrument. The results indicated that a read-aloud activity with Read Along brought a positive impact on the development of learners' pronunciation ability in terms of accuracy and fluency. Participants showed improvement in the post-pronunciation test, compared to the pre-one and there was a significant difference based on the result of the paired samples t-test. Next, the results of the survey on the affective domains illustrated that participants showed overall improvement in learning interest and confidence and there was a significant difference in these factors. Yet, there was not a significant difference in the learning attitude, even though they showed partial improvement.

온라인 텅 트위스터 활동이 초등영어학습자의 발음 및 말하기 능력과 정의적 영역에 미치는 효과

윤택남(Yoon, Tecnam),김병선(Kim, Byungsun) 서원대학교 사범대학 부설 교육연구소 2021 교육발전 Vol.41 No.2

본 연구는 텅 트위스터의 교육적 효과에서 불구하고 국외 연구에서와 달리 국내연구가 미흡하다는 점에 착안하여, 온라인상에서 자기 주도적 텅 트위스터 활동이 초등영어학습자들의 영어 발음과 말하기 그리고 정의적 영역에 미치는 효과가 어느 정도인지 파악하는 데 목적이 있다. 이를 위해 137명의 5학년 초등영어학습자들을 대상으로 Ghani(2018)가 연구에서 소개한 방법으로 텅 트위스터 활동을 수행하게 한 후 말하기 테스트 점수 추이와 정의적 영역 중에서 자신감, 흥미, 태도를 중심으로 설문을 통해 사전, 사후로 알아보았다. 연구결과는 다음과 같다. 첫째, 온라인 텅 트위스터 활동이 문법, 어휘, 유창성, 발음, 엑센트를 포함한 영어 말하기 시험에서 전체적으로 평균값이 상승하였으며, 특히 유창성과 발음, 엑센트에서 통계적으로 유의미한 차이가 나타났다. 둘째, 텅 트위스터 활동은 자신감과 흥미 그리고 태도에 긍정적인 영향을 보였는데, 특히 태도 측면에서 비약적인 상승이 나타났다. 셋째, 발음과 말하기 능력 향상과 정의적 특성 간 상관관계를 분석한 결과, 발음, 유창성, 엑센트와 정의적 특성 간 높은 정의 상관성이 드러났지만, 문법과 어휘는 정의적 특성과 상관관계가 없는 것으 로 드러났다. 마지막으로 이러한 연구 결과를 바탕으로 교육적 제언을 하였다. Despite the educational effect of tongue twister, this study was focused on the fact that domestic research was insufficient, unlike foreign studies. The purpose of this study is to investigate the impacts of online tongue twister activities on pronunciation, speaking skills and affective factors of Korean elementary English learners. To this end, 137 of 5th grade elementary English learners were asked to perform tongue twister using the method introduced in the study by Ghani (2018). And then the data were collected through speaking performance of pre- and posttest and a questionnaire was conducted focusing on confidence, interest, and attitude. The results are as follows. First, the online tongue twister activity showed an overall increase in the average scores in the English speaking test including grammar, vocabulary, fluency, pronunciation, and accent. In particular, there were statistically significant differences in fluency, pronunciation, and accent. Second, the tongue twister activity showed a positive effect on self-confidence, interest, and attitude. Third, as a result of analyzing the correlation between improvement in pronunciation and speaking ability and affective factors, high definitional correlations between pronunciation, fluency, accent and affective factors were revealed, but grammar and vocabulary had no correlation with affective factors. Finally, educational suggestions were made based on these research results.

온라인 확장형 읽기 활동에 관한 미국 초등교사들의 인식조사

윤택남 인문사회 21 2022 인문사회 21 Vol.13 No.3

Perceptions of Primary School Teachers in the USon Online Extensive ReadingTecnam Yoon Abstract: The purpose of this present study aims to find out any efficacy and satisfactory degrees of the online extensive reading program based on primary school teachers’ perspectives and to suggest educational pedagogical implications. In order to answer these questions, a total of 56 in-service teachers at FSD in western Texas participated in the study, who have had an experience using Epic!, an online library. The pre-and post-online survey was administered as the main research instrument to figure out any differences and a paired samples t-test was conducted to grasp any changes in the participants’ perception. The results revealed as follows: First, an online extensive reading program is expected to bring a positive effect on language development as well as emotional growth, along with the enhancement of literacy ability, creativity and vocabulary. Second, it has the potential to help students have a sense of educational satisfaction by increasing class engagement, active participation, self-learning habit, interest and motivation. Lastly, teachers pointed out the importance of the pre-teacher training on how to use the online extensive reading program properly to meet the educational purposes. Key Words: Extensive Reading, E-book, Online Library, Primary English, Teacher, Perception 온라인 확장형 읽기 활동에 관한 미국 초등교사들의 인식조사윤 택 남** 요약: 본 연구는 온라인 확장형 읽기 활동에 대한 효과성과 만족도를 초등 교사의 관점에서 파악해 보고 교육적 활용 방안에 대하여 살펴보는 데 그 목적이 있다. 이를 위하여 온라인 확장형 읽기 활동을 운영하는 서부 텍사스 지역 FSD학군 내 초등교사 56명을 대상으로 조사를 실시하였다. 주요 연구도구로는 온라인 설문지가 활용되었으며 온라인 확장형 읽기 활동의 효과성, 만족도와 활용방안을 파악하고자 사전-사후조사를 진행하였다. 아울러 교사들의 인식변화를 살펴보고자 대응 표본 t-검정을 실시하였다. 도출된 결과를 정리하면 우선 온라인 확장형 읽기 활동은 초등학습자들의 언어발달은 물론 정서함양, 문해력 확장, 창의력 증진, 어휘력 증가라는 측면에서 긍정적인 영향을 끼칠 것으로 나타났다. 둘째, 온라인 확장형 읽기 활동에 대한 만족감은 수업 몰입도와 참여도 향상, 학습자들의 주도적 학습 능력 향상과 흥미 및 동기 상승이라는 교육적 효과로 이어질 것으로 나타났다. 셋째, 온라인 확장형 읽기 활동을 성공적으로 운영하는 선결과제로 온라인 도서관 사용에 대한 철저한 사전 연수와 교육을 강조하였다. 핵심어: 확장형 읽기, 전자책, 온라인 도서관, 초등영어, 교사, 인식도 □ 접수일: 22022년 4월 5일, 수정일: 2022년 5월 27일, 게재확정일: 2022년 6월 20일* 이 논문은 2021년 춘천교육대학교 연구교수 연구비를 지원 받아 수행된 연구임. ** 춘천교육대학교 영어교육과 교수(Professor, Chuncheon National Univ. of Education, Email: yoon@cnue.ac.kr)

소셜미디어 활용 영어학습이 대학생들의 인식과 정의적 요인에 미치는 영향 분석

윤택남(Yoon, Tecnam),김병선(Kim, Byungsun) 한국외국어교육학회 2021 Foreign languages education Vol.28 No.3

The purpose of this study is to analyze the effects of English learning through social media on the perception and affective factors of college students. To this end, researchers examined whether the educational use of YouTube and KakaoTalk, popular among college students in Korea, differs according to English improvement, affective factors, and English level. The subjects of this study were 63 freshmen majoring in Medical Convergence, who were taking college English at C University located in Gangwon-do. An online questionnaire was used for data collection. The collected data were analyzed using Jamovi, a statistical program. The results are as follows. First, the participants positively changed the perception that the use of social media had on the overall improvement of English. Second, the affective domains such as self-confidence, attitudes, values, beliefs, and interests of the participants also changed positively. Finally, it was confirmed that social media has educational value regardless of English level.