Evaluation of Agreement between 64-slice Computed Tomography Angiography and 201-Tl Single Photon Emission Computed Tomography-myocardial Perfusion Imaging in the Diagnosis of Significant Coronary Artery Disease

마지현,강두경,이수진,안영실,임홍석 대한영상의학회 2011 대한영상의학회지 Vol.64 No.6

Purpose: To compare coronary computed tomography angiography (CTA) with single photon emission computed tomography-myocardial perfusion imaging (SPECT-MPI) for the detection of physiologically significant coronary artery disease (CAD). Materials and Methods: We evaluated 202 patients undergoing 64-slice coronary CTA and 201-Tl SPECT-MPI within a 3-month time interval. In addition, 68 patients underwent invasive coronary angiography (ICA). Coronary artery stenoses with luminal narrowing ≥50% were defined as “significant” on CTA and ICA. All myocardial segments were classified as reversible or fixed perfusion defects and normal segments on 201-Tl SPECT-MPI, and were allocated to the corresponding coronary vessels. Agreement and diagnostic performance between each imaging modality for physiologically significant CAD was calculated using the kappa (κ) statistic and receiver operating characteristic analysis, respectively. Results: The sensitivity and specificity of CTA for the detection of physiologically significant CAD were 88% and 86% by patient-based analysis, and 84% and 91% by vessel-based analysis as compared to 201-Tl SPECT-MPI, respectively. The agreement between CTA and SPECTMPI was good (κ= 0.647) and moderate (κ= 0.558) by patientand vessel-based analyses, respectively. The accuracy of CTA for predicting perfusion defects on SPECT-MPI was comparable (area under the curve; 0.814 vs. 0.819, p=0.902 on patient-based analysis, and 0.808 vs. 0.749, p=0.197 on vessel-based analysis) to ICA. Conclusion: Coronary stenosis ≥50% on coronary CTA shows good agreement with perfusion defects in SPECT-MPI.

The Effects of Consciousness-raising Tasks on EFL Learners' Grammar Acquisition and Flow

마지현,조영아 이화여자대학교 교과교육연구소 2019 교과교육학연구 Vol.23 No.1

The current study examines the effects of consciousness-raising tasks on L2 learners' grammar competence and their flow experiences. The participants consisted of 77 Korean college students who were assigned to two consciousness-raising task groups the hypothesis building/checking and classification and one control group. The study used a background questionnaire, pre-, post-, and delayed English grammar tests, and also pre-, and post-flow perceptions questionnaires. The results indicate that the hypothesis building/checking and classification task groups showed significant improvement in terms of immediate learning effects, while the performance of hypothesis building/checking task was much greater than the control group in terms of long-term retention. As for the flow experiences, learners in the hypothesis building/checking group rated themselves as having a faster flow state than the other groups. Based on the findings, pedagogical implications and suggestions for L2 grammar classrooms have been made.

The role of task presentation in L2 college students’ task motivation and English grammar acquisition

마지현,조영아 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.1

This study examines the effects of task presentation on L2 college students’ task motivation and on their acquisition of English grammar. Fifty-two university students with low English proficiency levels were randomly assigned to one of either the purpose or the no-purpose of task presentation groups with 13 pairs of students in each. A trait questionnaire and a task motivation questionnaire were used to gauge the learners’ general motivation towards English learning as well as their task-specific motivation. The learners’ knowledge of grammar was also measured through pre-, post-, and delayed tests. The findings of this study demonstrate that L2 learners’ task motivation was significantly influenced by different types of task presentation, showing the necessity of clear and purposeful task presentation in instructional settings. The results also reveal that learners in the purpose of task presentation group exhibited higher grammar knowledge gains in long- as well as short-term retention. Pedagogical implications were made based on the results.

What Makes English Learning Enjoyable and Anxious in a Korean EFL Context?

마지현,조영아 대한영어영문학회 2020 영어영문학연구 Vol.46 No.3

Ma, Jee Hyun & Cho, Young Ah. “What Makes English Learning Enjoyable and Anxious in a Korean EFL Context?” Studies in English Language & Literature 46.3 (2020): 297-319. The current study explores the latent factors of English learning enjoyment and English classroom anxiety specific to a Korean EFL context. The participants consisted of 395 college students from diverse academic grades and majors. The study employed a background questionnaire, the Foreign Language Enjoyment Scale (FLES), and the Foreign Language Classroom Anxiety Scale (FLCAS). To look at what makes English learning enjoyable and anxious, exploratory factor analysis was conducted using two instruments, and confirmed good validation and reliability of the enjoyment and anxiety scales when examined together. The findings of the study indicate that the latent factors of FLES included interest in learning English, the teacher characteristic and classroom atmosphere, the culture of English speaking countries, fun in English class, language learning strategy use, and cooperation with peers in English class. The underlying factors of FLCAS contained communication apprehension and fear of negative evaluation, negative attitudes towards English class, low self-confidence, and speech anxiety. Overall, the findings of the present study show a richer understanding of constructs of enjoyment and anxiety in language learning and pedagogical implications for EFL settings are also suggested. (Chonnam National University․Gwangju University)

한국인 영어 학습자들의 듣기와 말하기 전략에 대한 메타 인지 지식과 사용에 대한 연구

마지현 21세기영어영문학회 2018 영어영문학21 Vol.31 No.4

This study explores Korean EFL students’ megacognitive knowledge and perceived use of listening and speaking strategies depending on their levels of English proficiency. For this purpose, this study conducted a survey of 161 students at a university in Jeolla province. Based on the TOEIC scores the participants, they were divided into three different proficiency groups: basic, intermediate, and advanced. The findings demonstrated that the higher-level students understood the importance of metacognitive knowledge in English listening and speaking better than those of lower level. Furthermore, the advanced students were highly aware of the importance of metacognitive knowledge related to communicative purposes. With regard to the perceived use of listening and speaking strategies, the advanced students revealed more active use of listening and speaking strategies in real communication as well as in their English learning process compared to the other two groups. Based on these findings, pedagogical implications were made.

Korean College Students’ Beliefs and Speaking Strategy Use in L2 English Learning

마지현,조영아 미래영어영문학회 2016 영어영문학 Vol.21 No.4

The current study analyzes learners’ beliefs and speaking-strategy use in L2 English learning, mainly focusing on Korean college students. One-hundred fifty-four participants were assigned to high-, medium-, and low-level groups based on their English proficiency. For the study, three questionnaires were conducted: a background questionnaire, a Learners’ Beliefs about Language Learning questionnaire, and a Speaking Strategies for Language Learning questionnaire. The findings of the study indicate that there are significant differences between the high- and low-level groups, as well as between the medium- and low-level groups in terms of learners’ beliefs: the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation and expectation. This study also reveals that significant differences were laid among the three groups as to the use of speaking strategies. In addition, there were correlations between the learners’ beliefs and speaking strategy use in L2 English learning. Based on the results, the pedagogical implications are addressed as suggestions on how language educators can implement these findings into L2 instruction.

Korean College Students’ Perceptions and Readiness Towards Online English Language Learning Courses*

마지현,조영아 한국중원언어학회 2023 언어학연구 Vol.- No.66

This study explores learners’ perceptions and readiness before and after online English courses, focusing on Korean EFL college students. One-hundred and eighty-four first-year college students were assigned to high-, intermediate-, or low-proficiency groups. A background questionnaire, the Online English Learning Perceptions (OELP) scale, the Online English Learning Readiness (OELR) scale, and a diagnostic assessment of English competence were utilized in this study. The results indicate that the students’ proficiency levels played a large role in determining their perceptions and their readiness towards online courses. High- and intermediate-proficiency learners showed greater outcomes than lower-proficiency learners in terms of adaptability, knowledge acquisition, and ease of loading in the OELP as well as their own self-directed learning, learner control, and motivation for learning, which were measured using the OELR. This study also reveals that all groups displayed significant improvement in terms of English competence after engaging in online courses. Based on the findings, the current study suggests pedagogical implications and possible instructional strategies teachers can use in online language classrooms.

Korean High School English Learners’ Knowledge of Collocations: Focusing on Delexical Verbs: make, get, and take

마지현,김영수 서울대학교 언어교육원 2013 語學硏究 Vol.49 No.1

This study examined the high-frequency delexical verbs in seven Korean high school English II textbooks and Korean high school learners’knowledge of collocations focusing on delexical verbs. 209 second-year Korean high school students of learning English participated in the study. In order to analyze the frequency of the verbs in the textbooks,the Natural Language Processing (NPL) Tools program was utilized. A collocation test consisting of 55 collocation items of delexical verbs was taken to measure the Korean high school students’ collocational competence,and a survey of participants’ perception towards the test was carried out. The frequency analysis results displayed that the verbs make, get, and take were most frequently used delexical verbs across the seven textbooks and the collocation test results revealed that the students’knowledge of collocations regarding the delexical verbs was low,showing the rate of correct answers is 38 percent. The participants initially felt that they knew the verbs well but, in effect, their knowledge of the verbs was far from thorough. This study suggests a necessity of teaching delexical verb collocations to L2 learners explicitly and depth of vocabulary knowledge being a part of organizing principles in L2instruction.

L2 쓰기 학습에서 자유글쓰기의 효과

마지현,조영아 21세기영어영문학회 2022 영어영문학21 Vol.35 No.2

This study explores the effects of freewriting on writing performance and anxiety in L2 writing instruction. A total of thirteen Korean college students majoring in English education participated in the study. Three instruments were used: the pre- and post-writing tests, the pre- and post-Writing Anxiety Scales, and the questionnaire of learners’ perceptions and attitudes towards English writing activities. Learners performed freewriting tasks in writing instruction and then completed the writing tests and questionnaires. The results of the study indicate that freewriting significantly influenced learners’ writing abilities and lessened their writing anxiety. In terms of learners’ perceptions and attitudes towards English writing activities, learners considered freewriting and the individual workshop as the most interesting and helpful parts. In addition, learners reported that freewriting was effective in reducing their negative emotions and increasing their self-confidence in English writing. Based on the findings of the study, pedagogical implications and suggestions are provided for L2 writing instruction.

Changing Trends in English Second Language Writing Research in English Teaching

마지현 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.5

This study surveys a total of 127 L2 writing-related articles published in English Teaching over the past 50 years (1965-2015) with reference to research methodology, participants, and themes. The key outcomes are as follows. These articles on L2 writing in English successfully embrace diverse methodological approaches, not displaying a heavy reliance on quantitative methods. Among the study participants, those in higher educational settings maintain a comfortable lead, calling for more articles with elementary and secondary school students. A notable proliferation has been observed since the mid-1990s along with a numerical growth in articles on L2 writing. The research theme of classroom instruction appears most often over the journal’s 50-year history, followed by learner traits and characteristics of Korean students’ writing. The topics of assessment and technology use have gradually evolved into two of the major content areas in L2 writing research, while the theme of skill integration has remained under-researched. Overall, L2 writing research produced in English Teaching seems to exhibit diversity in methodology, participants, and themes.