초.중등 영어교사를 위한 맞춤형 심화 연수 모형 개발 연구

이문복,이노신,조민철,Lee, Moon-Bok,Lee, Noh-Shin,Cho, Min-Chul 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

The present study reports on a study of the development of customized intensive in-service English teachers training programs (IIETTP) reflecting on the demands of elementary/secondary school English teachers. For the purpose of study, a survey was conducted with 1,033 English teachers at elementary/secondary schools across the country. The results showed by and large no significant differences by school level, albeit some slight differences were revealed such as in training times, training methods, the percentages of teaching English in English (TEE), and other things. Since the two IIETTP models are presented as basic formats, they can be modified and applied according to the contexts of schools and the demands of trainees.

고등학생의 영어 성취도가 자기주도 학습에 미치는 효과 연구

이문복 ( Moon Bok Lee ) 순천향대학교 인문과학연구소 2010 순천향 인문과학논총 Vol.25 No.-

본 논문은 영어 성취도가 자기조절학습에 미치는 영향을 연구하였다. 연구참여 학생은 전국적으로 무작위 추출된 고등학교 1학년 약 6,300명이었으며 그들은 한국교육과정평가원에서 매년 실시하는 영어성취도 시험과 자기조절학습 도구를 동시에 완성했다. 영어시험 점수에 따라 성취도를 상, 중, 하 세 집단으로 나누어 집단 간 자기조절학습 전략과의 관계를 일원 분산분석을 통해 분석하였다. 일원 분산분석 결과 성취 집단별 자기조절학습 전략이 전체 평균에서 뿐 아니라 세 가지 하위 영역인 행동통제, 인지전략, 자기 효능감의 모든 영역에서도 유의미한 차이가 발견되었으며, t검정 결과 성별로도 유의미한 차이가 있음이 드러났다. 좀 더 구체적으로 살펴보면, 최상위 성취 집단은 보통 성취 집단 보다 자기조절학습 전략을 더 자주 사용한 것으로 나타났으며, 중위 집단과 최하위 집단 간에도 동일한 결과가 나타났다. 또한 세 가지 하위 영역에서 집단 간 가장 큰 평균차를 보인 것은 자기 효능감 영역으로 나타났다. 본 연구는 학생들의 자기주도학습 전략 사용을 도울 수 있도록 교육적 시사점을 제시하였다. The present study investigates the effects of students` EFL achievement from their self-regulated learning(SRL). It was conducted with approximately 6,300 9th grade students who participated in the English Achievement Test that was administered nationwide. The results revealed significant differences by achievement level in the means of overall SRL and those of the three subcategories. Namely, the high-achieving students reported greater use of SRL strategies than the mid-achieving students, who in turn reported greater use of SRL than the low-achievers. These findings suggest that high achievers are more likely to utilize the full spectrum of SRL strategies rather than just some specific strategies. Another noteworthy finding is that the largest disparities occurred within the self-efficacy subcategory among the three achievement levels. Some pedagogical implications were presented so that teachers could help students to utilize their SRL strategies.

컴퓨터 기반 영어 말하기 수행평가 시스템 시범적용에 대한 참여 교사의 인식 조사 연구

이문복(Lee, Moon-bok) 한국영어독서교육학회 2019 ENGLISH READING AND TEACHING Vol.4 No.2

The purpose of the present study was to investigate the perceptions of high English teachers concerning the one-semester field test of Computer-based English speaking performance assessment system(CESPAS) into their schools. For this study, in-depth interviews were conducted and recorded with 13 English teachers from eleven high schools. The recorded data were transcribed and qualitatively analyzed with NVivo 10 qualitative analysis software. A total of 60 codes were collected in the first coding, and three categories and 12 subcategories were derived through the categorization in the second coding. The results showed several findings. Firstly, the teachers had a very positive recognition about the use of CESPAS. Secondly, they had a consensus that CESPAS shortened the time to administrate a speaking assessment and reduced some hassles in its implementation. Thirdly, they requested CESPAS stabilization and upgrade of some additional functions. Lastly, they suggested that public relations and policy support be needed to enhance awareness of technology-based English speaking performance assessment.

초등영어 맞춤형 심화연수 모형 개발 연구

이문복(Lee, Moon-Bok),김미경(Kim, Mi-Kyung),김혜련(Kim, Hye-Ryun) 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.3

In recent years the government has been making every effort to improve both the teachers' communicative and instructional skills in English Sine Ministry of Education, Science and Technology (MEST) presented the direction of intensive in-service English teacher training program (IIETTP) reform in 2006, every year the IIETTP has been gradually expanded so that every English teacher will be able to teach English in English (TEE) by 2012 The purpose of the present study was, according to the 2008 IIETTP Reform Plan, to develop a variety of customized IIETTP models reflecting on the demands of primary school English teachers in order to effectively support the metropolitan and regional offices of education that have developed and operated the IIETTP For this purpose, a survey was carried out and some IIETTP models favored most by primary school English teachers were presented based on the results of the survey The results of the survey The results showed that there was no significant difference found by school region level, albeit some slight differences were revealed such as in overseas training periods, training methods, percentage of TEE, and other things Since the IIETTP models are presented as basic formats, the models can be modified and applied according to the demands of regions and school level The current study will be able to contribute to enhancing English teachers' communicative and instructional skills by helping to develop better IIETTP models satisfying primary school English teachers

Vocabulary Learning Strategies for Success - Profiling Four Korean College Students

Moon-Bok Lee(이문복) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

  For second or foreign language learners, lexical acquisition can be a learning burden which takes a learner"s enormous effort and time. In recent years there has been a growing interest in L2 vocabulary learning strategies (VLS), but few have explored Korean EFL college students" use of VLS. Through a qualitative analysis of both written self-reports and interviews conducted with four advanced students, this study found that their lexical approaches were similar in terms of "macro-strategies," whereas being dissimilar in light of "micro-strategies." Namely, there were both similarities and differences in the ways and means that they mobilize in learning English vocabulary. At the same time, the four students revealed some patterns of strategy use that were different from those reported on other learning contexts. Another noteworthy finding was that all four tried to produce the learned words in appropriate contexts. Some pedagogical implications are suggested for teaching practice.

중·장기 학교 영어교육 발전을 위한 영어 성취 기준 개발 방안 탐색

이문복(Lee, Moon-bok),정희정(Jung, Hee-jung) 한국영어독서교육학회 2020 ENGLISH READING AND TEACHING Vol.5 No.1

In the long-term plan of Korean English education, there is a need to develop English Language Achievement Standards(ELASs) for Korean learners based on more empirical data. ELAS can be used as a basis for developing the National English Language Curriculum and policies for English language education in Korea. The primary purpose of this study was to present literature analysis, prerequisites and methods for developing ELASs for the long-term English education in Korea. Common European Framework of Reference for Languages(CEFR) was developed in the European Union to provide a common basis for European language education. CEFR levels are divided into three levels such as A, B, C and each level being subdivided into 1 and 2. The levels are sequentially arranged from the lowest level A1 to the highest level C2. Likewise, the development of the Korean version of CEFR(K-CEFR) for Korean learners should be made for the long-term plan for English language education. To do this, firstly, it is necessary to construct a corpus to collect language samples of Korean English learners. Secondly, what should be done is to determine the use and scope of ELASs. For K-CEFR, it is suggested to observe the problems revealed in the existing CEFR or in achievement standard development process and to construct English achievement standards based on the data about Korean students’ actual English learning capabilities.

컴퓨터 기반 영어 말하기 수행평가 시스템 시범적용에 대한 참여 교사의 인식 조사 연구

이문복(Lee, Moon-bok) 융합영어영문학회 2019 융합영어영문학(구.English Reading and Teaching) Vol.4 No.2

The purpose of the present study was to investigate the perceptions of high English teachers concerning the one-semester field test of Computer-based English speaking performance assessment system(CESPAS) into their schools. For this study, in-depth interviews were conducted and recorded with 13 English teachers from eleven high schools. The recorded data were transcribed and qualitatively analyzed with NVivo 10 qualitative analysis software. A total of 60 codes were collected in the first coding, and three categories and 12 subcategories were derived through the categorization in the second coding. The results showed several findings. Firstly, the teachers had a very positive recognition about the use of CESPAS. Secondly, they had a consensus that CESPAS shortened the time to administrate a speaking assessment and reduced some hassles in its implementation. Thirdly, they requested CESPAS stabilization and upgrade of some additional functions. Lastly, they suggested that public relations and policy support be needed to enhance awareness of technology-based English speaking performance assessment.

온라인 코퍼스 활용을 통한 영어교사의 영어 쓰기 효과 연구

이문복 ( Moon Bok Lee ) 글로벌영어교육학회 2009 Studies in English education Vol.14 No.2

중·장기 학교 영어교육 발전을 위한 영어 성취 기준 개발 방안 탐색

이문복(Lee, Moon-bok),정희정(Jung, Hee-jung) 융합영어영문학회 2020 융합영어영문학(구.English Reading and Teaching) Vol.5 No.1

In the long-term plan of Korean English education, there is a need to develop English Language Achievement Standards(ELASs) for Korean learners based on more empirical data. ELAS can be used as a basis for developing the National English Language Curriculum and policies for English language education in Korea. The primary purpose of this study was to present literature analysis, prerequisites and methods for developing ELASs for the long-term English education in Korea. Common European Framework of Reference for Languages(CEFR) was developed in the European Union to provide a common basis for European language education. CEFR levels are divided into three levels such as A, B, C and each level being subdivided into 1 and 2. The levels are sequentially arranged from the lowest level A1 to the highest level C2. Likewise, the development of the Korean version of CEFR(K-CEFR) for Korean learners should be made for the long-term plan for English language education. To do this, firstly, it is necessary to construct a corpus to collect language samples of Korean English learners. Secondly, what should be done is to determine the use and scope of ELASs. For K-CEFR, it is suggested to observe the problems revealed in the existing CEFR or in achievement standard development process and to construct English achievement standards based on the data about Korean students’ actual English learning capabilities.

The Effects of Twin Text Instruction with Different Readability Levels on EFL Children’s Reading Comprehension

윤조은(Yoon, Jo-an),이문복(Lee, Moon-bok) 한국영어독서교육학회 2021 ENGLISH READING AND TEACHING Vol.6 No.2

In the present study, the i-1 method is applied to young EFL learners who have a low level of English proficiency as well as reading motivation. The experiment of twin-text instruction was conducted in a community English library center, AJU Good Dream Center, in Seoul, Korea. The participants of the experiment were 13 elementary school students who enrolled in an English reading program during the winter vacation. There were 9 female students and 4 male students, and their grades ranged from 1st to 6th. The whole experiment was conducted for fourteen sessions, where each session consisted of one pretest, twelve teaching sessions with 12 pairs of text sets about the same topic in the order of ‘i-1’ level non-fiction texts to ‘i+1’ level of fiction texts, and one posttest. The findings are as follows. First, the twin-text reading instruction had positive effects on young Korean EFL learners, especially when the i-1 method was applied to expository text to pair with narrative text. Statistical analyses demonstrated that the posttest scores are higher than the pretest scores after the twin-text instruction, and the positive effects were greater for those with a lower level reading comprehension ability. Also, the students agreed that the twin-text instruction is helpful for improving their reading comprehension ability, and those with a lower level of reading comprehension ability had a more positive evaluation of the twin-text instruction. These results suggest that the i-1 method in twin-text instruction can be a good solution to reduce inequality in English education.