백제, 서울에 오다

정남숙 문예운동사 2017 문예운동 Vol.- No.133

동기강화 자기조절학습전략이 초등학생의 자기조절기능 및 학업적 자기효능감에 미치는 영향

정남숙 초등교육학회 2014 初等敎育學硏究 Vol.21 No.1

Kahoot을 활용한 대학생 영어 독해능력과 학습자의 인식에 관한 연구

정남숙 한국중원언어학회 2022 언어학연구 Vol.- No.63

The purpose of this study is to investigate the effect of mobile application on Korean university students’ English reading comprehension and to examine their perceptions and responses to the use of Kahoot. A total of 67 university students participated in the study for eight weeks in the general English course. Two groups performed a pre-reading task and a post-reading task after using Kahoot application in class. Students were asked to complete a questionnaire for their perceptions in terms of learning effect and affective satisfaction. Using SPSS 19.0, independent and paired sample of the t-test were used for data analysis. The findings indicated that two groups improved their reading proficiency significantly. Second, students regarded Kahoot application as a useful learning tool for improving their reading proficiency. Lastly, the student responses indicated that they found more interest and satisfaction with mobile application. .

극소형위성 HAUSAT-1 자세제어 시스템의 설계 및 제작

정남숙,김선옥,임병훈,장영근 한국항공우주학회 2003 한국항공우주학회 학술발표회 논문집 Vol.- No.-

대학생의 온라인 영어 읽기 수업과 대면 영어 읽기 수업비교: 학습자의 경험을 중심으로

정남숙 한국멀티미디어언어교육학회 2023 멀티미디어 언어교육 Vol.26 No.1

The purpose of this study is to compare the effects of two different class modes real-time online class vs. face-to-face class on university students’ reading proficiency and their perceptions. For 8 weeks, 22 students took the face-to-face reading course in 2022, whereas 26 students took the real-time online reading course in 2021. The data included 1) questionnaires 2) post-questionnaires on their perceptions of learning effect and affective aspects and the pros and cons of each class mode, and 3) pre- and post-TOEIC reading tests. Students’ responses were categorized by some key concepts. The statistical findings indicated that the two different classes were effective in improving their reading proficiency, but only real-time online class’s reading improvement was statistically significant. In addition, there were considerable differences between the two classes in reading achievement. Students in face-to-face class achieved much higher scores in the post reading test. Students in face-to-face class expressed more positive responses about learning effect. As for affective aspects, students in face-to-face class also reported that they found more satisfaction and interest. Based on this result, this study suggests that real-time online reading course can also contribute to improving reading proficiency like face-to-face class. The follow-up studies should be conducted for finding more pedagogical effects.

피코위성 HAUSAT-1의 지상국 예비설계

정남숙,박제홍,문병영,민명일,장영근 한국항공우주학회 2002 한국항공우주학회 학술발표회 논문집 Vol.- No.-

The Effects of Task Type and Group Structure on Meaning Negotiation in Synchronous CMC

정남숙 한국멀티미디어언어교육학회 2008 멀티미디어 언어교육 Vol.11 No.3

The purpose of this study is to examine the effects of task types and group structure on interactive negotiation in synchronous computer-mediated communication context and to investigates whether EFL learners’ oral and written competence can be improved through text-based interaction. A total of 17 Korean students completed three different tasks using the Daedalus text- chat program in a campus computer lab. They were grouped into heterogeneous (high-lower) vs. homogeneous (high-high) pairs. Research instruments include electronic textchat, interviews, student self-reports, a cloze test, an essay writing test, the speaking English proficiency test (SEPT), and questionnaires. Findings of the study show that 1) meaning negotiation was highly productive in the jigsaw task in terms of meaning negotiation quantity; 2) the homogeneous groups were more effective than the heterogeneous groups in light of collaborative learning and affective aspects; and 3) SCMC experience had a positive impact on improving student’s writing proficiency rather than oral proficiency.

Vocabulary Frequencies in Cross-cultural E-pal Project

정남숙 한국멀티미디어언어교육학회 2006 멀티미디어 언어교육 Vol.9 No.2

The purpose of this study is to report the e-pal project based on a CMC tool, a Web-based BB system, and describe how vocabulary frequencies are different in learners of many different language groups who took part in a cross cultural e-pal project for four years. I divided the learners into three language groups which are Asian learners, Western European learners, and Central & South American ESL learners. WordSmith software Tools was used to create the high frequent wordlists, concordance lines and key words. The results show that (1) regardless of nationality, the most frequent top 10 words were all function words such as I, the, to, and, is, in, a, of, my, and it; (2) for the Korean sample, high-frequency words are the, is, I, in, and, to, of, my, a, and you; (3) the most frequent verb as a content word is have, regardless of the nationality. American ESL learners and Finnish learners overused the verb have relatively. Asian learners in particular are more likely to use very, like, so, school, and think. Western European learners preferred like, go, very, this, time, and people. Central and South American learners are fond of like, people, very, all, and school. (4) Relatively underused words by Korean learners are I, we, and that. A study of word frequencies in e-pal project corpora can shed more light on the characteristics of English learners with different cultural and educational backgrounds.

대학생 영어 쓰기 학업성취도에 미치는 모바일 학습의 효과

정남숙 ( Jeong Nam-sook ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.2

The purpose of this study is to investigate the effects of mobile-mediated learning on university students` English writing achievement and to explore their perspectives on using mobile devices in terms of cooperative learning, affective aspects and learning effects. For 10 weeks, a total of 48 university students majoring in Business English used the KakaoTalk in a classroom as a mobile messenger to enhance mobile-mediated group talk for the purpose of improving their writing skills for 20 minutes a week. In order to investigate if participants improved their writing skills, the pre and post TOEIC writing essay test were administered. Two classes were assigned into an experimental group vs. a traditional group depending on the use of the mobile-mediated group talk. A comparison analysis of the pre/post test, T-test and Ancova was performed to compare two groups` statistical differences. To examine the students` perceptions on using mobile-mediated group talk, data was collected from the students` survey and an interview. The major findings of the study are as follows. First, participants who used mobile-mediated group talk improved their writing achievement, and there was statistical significance in writing scores found in the posttest. Second, statistical differences between the control group without mobile apps and the experimental group with mobile apps was not significant in terms of mean differences in writing achievement. Third, students` responses to the questionnaires showed that the they found the traditional group talk in the classroom was more helpful and effective in learning than the mobile-mediated group talk. Fourth, there was no gender difference between males and females in terms of writing achievement. Based on the findings, educational implications for further research are discussed.

AI 번역기를 활용한 활동이 대학생 영어쓰기 능력과 정의적 태도에 미치는 영향

정남숙 ( Jeong Nam-sook ) 한국멀티미디어언어교육학회 2021 멀티미디어 언어교육 Vol.24 No.1

The purpose of this study is both to present the learning effectiveness of machine translators and to explore students’ perceptions of them. A total of 22 college students participated in the study. They were divided into two groups: the Papago group (10 students) and the Google group (12 students). The experiment operated for eight weeks in the two business presentation courses. They performed a pre-writing task on the paper as well as a post-writing task with their machine translator for two hours every week. Grammarly was employed to rate their writing proficiency for data analysis. Students completed a questionnaire for their perceptions. The findings indicated that both the groups improved their writing proficiency significantly, but the Papago group showed a higher statistical significance. Each group showed a significant improvement in sentence length. Second, students regarded machine translators as a useful tool for improving their writing proficiency. Lastly, the student responses indicated that they found more comfort and satisfaction with machine translators. Based on the findings, pedagogical implications for machine translators are discussed.