Cases of MCD with persistent pathological findings even with the resolution of proteinuria?

심주연,진호준 대한내과학회 2019 대한내과학회 추계학술대회 Vol.2019 No.1

The Benefits of Drama-Based Activity: Focusing on Learner Autonomy

심주연,김은현 한국영어어문교육학회 2021 영어어문교육 Vol.27 No.1

Integrating drama into English language learning context has been used as an intriguing teaching strategy to engage students. This article investigates how utilizing a drama-based activity impacts on college students’ language learning and autonomy in foreign language classroom. This study employed a mixed-method study. Survey questionnaires were administered, and in-depth focus group interviews were conducted. In addition, video clips of classroom presentation were collected. Overall, the findings suggest that drama-based activity played an important role of promoting L2 oral fluency. With regard to enhancing students’ autonomy, the drama-based activity provided i) opportunities making students engage in meaningful negotiation with peers in which they are key agents of their learning; ii) enjoyment of learning and collaboration with their peers increasing their motivation to learn; and iii) promote interdependent learning leading to shaping autonomous learning. Some crucial implications of this study are discussed to highlight how the potential impact of drama-based activity could be optimized to increase learner autonomy. Furthermore, teachers should be aware of the significance of drama-based activity for transformative learning. It is recommended that further research should focus on teacher’s awareness of the significance of learner autonomy in teaching contexts where drama-based activity was integrated into foreign language learning.

제1형 당뇨병 쥐 모델에서 유전공학적 제조 K-세포 이식을 통한 당뇨병의 치료 /

심주연,김주희,안유배,송기호,한제호,차봉연,이숙경,문성대 대한당뇨병학회 2009 Korean diabetes journal Vol.33 No.6

A Case Study of a Storytelling Workshop: The Impact on Teachers’ Classroom Practice and Perception Change

심주연,김은현 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.3

The central focus of this study concerns the impact of a storytelling teacher workshop course on after-school teachers’ teaching practice and their perception change. A qualitative case study involving questionnaires, observations and interviews was carried out before and after the workshop. The four-week workshop course was observed. This was followed by a focus-group interview after the workshop to investigate general outcomes of the workshop, teachers’ perception changes and difficulties in putting new ideas into practice. The study results suggested that most of the teachers' perceptions about using storytelling techniques obtained from the workshop had a positive effect on their teaching skills, giving them practical tips on storytelling techniques. The analysis also showed that the teachers’ confidence and motivation increased, and this enhanced confidence affected their professional identity. The learner differences, lack of training for expertise in material development, and intervention of parents were identified as constraining factors. Some important implications of the study of a storytelling workshop are discussed to highlight how the potential impact of the workshop could be optimized: (i) ongoing mentoring support should be provided to promote developmental continuity for the teachers after the course; and (ii) the workshop should consider teaching contexts sensitively, especially with regards to diverse learner styles and limited materials.

The continuing professional development of Korean English teachers: An in-depth look at longer-term impact

심주연 팬코리아영어교육학회 2015 영어교육연구 Vol.27 No.1

The central focus of this article concerns the longer-term impact of an in-service teacher training (INSET) course in Korea on teachers’ classroom practice. A small-scale qualitative research study involving classroom observation and interviews was carried out during a period of six months before and after an INSET course. Analysis showed that the teachers faced some challenges in implementing the new ideas, which hampered longer-term impact on their actual classroom practice. However, as a result of the INSET course the teachers’ confidence and motivation increased and this led to better career prospects and affected their professional identity. Some important implications for language teacher training from the study are discussed to highlight how the longer-term impact of INSET could be increased: (i) INSET should provide ongoing support, such as a mentoring system, to promote the continuing development of skills after the course; (ii) INSET should consider teaching contexts sensitively, especially large and mixed-ability classes; and (iii) trainees continue their professional development under their own initiative, even after the INSET course.

정보화 동향 : 해외동향 2 ; 일본 IT 신(新)개혁전략 - 언제, 어디서나, 누구든지 IT의 편리함을 실감할 수 있는 사회의 실현

심주연 한국지역정보개발원 (구 자치정보화조합) 2006 지역정보화 Vol.38 No.-

Writing Feedback: The Benefits of Conferences

심주연,허재연 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.3

This article investigates how one-on-one writing conferences benefit L2 writers in terms of students’ writing performance and their motivational thought process at tertiary level. This sixteen-week longitudinal study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey questionnaires from college students, their writing drafts and interviews. Overall, the findings suggest that teacher feedback helped: (i) to build up teacher-student mentorship through collaborative interaction; (ii) to improve students’ writing performance with supportive feedback; and (iii) to increase students’ intrinsic motivation and confidence, finally leading them to new learning goals. The analysis also points out the negative aspects of teacher feedback from conference sessions. Negative feedback without appending positive comments might undermine students’ autonomous learning and too many teacher comments were identified as demotivating factors, possibly leading learners to be over-reliant on teacher feedback. Some important implications of this study of writing feedback are discussed to highlight how the potential impact of teacher feedback could be optimized: teacher feedback should be used as a tool to increase student motivation, engagement, and interest. Furthermore, teachers should encourage students to have a strong sense of responsibility for their own writing.

공학적 설계 과정에서 초등학생들이 마주하는 실패 경험과 이에 대한 대처 행동의 특징 탐색

심주연,박지선 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.4

This study explored types of failure encountered by elementary school students during the engineering design process and how they coped with them. To achieve this goal, we developed and taught engineering design lessons on water shortages to four fourth-grade classes, observing and interviewing seven focus groups. Our analysis revealed that student failures can be categorized into two main types: those caused by cognitive factors and those influenced by environmental factors. While cognitive failures are typically within students’ control, environmental factors are beyond their reach. Our findings also showed that students tended to avoid discussing the root causes of failure and instead relied on ad hoc solutions. Additionally, some students lowered their expectations for success to avoid failure. Based on our findings, we offer practical recommendations for educators to help students learn from their failures in a constructive manner.

Teacher views on writing feedback: experience, belief and practice

심주연,허재연 현대영어교육학회 2018 현대영어교육 Vol.19 No.1

This study examined how Korean writing teachers view their writing feedback practice, focusing primarily on writing teachers’ perceptions, experiences, and perceived difficulties regarding writing feedback process. The sixteen-week study employed a narrative case study involving writing teachers’ in-depth interviews, their reflective journal diary, and students’ writing drafts. Overall, the findings showed that teachers perceived their writing feedback process as interactive communication tools, which helped them have a clearer picture of students’ needs, levels, and capabilities. In addition, writing feedback practice enabled teachers to gain pedagogical learning by reflecting their feedback process, and eventually leading to shaping further feedback practice. The interview data also pointed to teachers’ concerns and difficulties arisen from their feedback process: (i) frustration with students’ same errors; (ii) inactive participation of low-level students in feedback process; and (iii) dilemma between a feedback giver and a grader. This study suggested the need for further work in order to maximize reciprocal benefits to teachers and students through writing feedback process. To achieve this, representative samples and various data collection methods are recommended to listen to more teachers’ voices and yield deeper insight into writing teachers’ feedback process.

Exploring the Potential of CLIL: Focusing on Local Culture

심주연(Ju youn Sim),김은현(Eun hyun Kim) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.3

This article examines Korean college students general perspectives of content and language integrated learning class situating local culture and facilitating factors that enhance their increase of content knowledge and language skills through the course. This longitudinal study employed a classroom-based qualitative, mixed method research design. The data were drawn from before- and after- course survey questionnaires, in-depth semi-structured interviews, classroom observations, and video recordings of students group presentation. Overall, the findings have shown that students achieved considerably the dual goals: language and content. What is more, students overall got motivated from experiencing the content and language integrated learning class. The interview data pointed to three main contributing factors playing crucial role for enhancing students content knowledge and language skills: a content-driven approach; communication practice through interactive class; and cognitive engagement process. The CLIL class enabled the students to dynamically interact with their peers, construct their own understanding of content knowledge, and enhance their content-related language ability in learning process. This study suggests that adopting CLIL approach situating local culture offers rich potential for broadening and deepening knowledge of their own culture and language skills.