영문법 발표활동에 대한 학습자 태도 및 학습 성취도 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.2

The purpose of this study was to investigate college students’ affective attitudes towards a group presentation activity on English grammar, and their English achievements after the activities. A TOEIC test before and after the activity, and a questionnaire about the group presentation activities on grammar in class were administered to 172 college students. The level of confidence in grammar was improved especially among 550-645 score students, and 450-545 and 550-645 score students rated the activity as most effective. Students answered that they could understand their peers`` presentation ‘normally,’ ‘well,’ or ‘very well,’ and listening to their presentation was also helpful to learn grammar. Students answered they wanted teacher``s additional explanations on grammar after the presentations. The level of satisfaction with this activity was highest among 550-645 and 650-745 score students. Lastly, the results showed a statistically significant increase in English ability among 550-645, 450-545, 350-445, and below 350 score students. According to these results, pedagogical and research implications are suggested.

좌우뇌 편중 유형 및 영어 학습 불안과 영어성취도 관계 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.3

The purpose of this study was to investigate the possible relationship between brain hemispheric preferences, English learning anxiety and English as a foreign language listening and reading ability. The FLCAS for anxiety levels, the BPI for brain preferences, and the TOEIC for listening and reading ability were used. The participants in this study consisted of 88 college students. The study found a low correlation between the brain preferences and English learning anxiety. Likewise, the left-brain preference group was found to have a higher reading ability than the right-brain preference group. It is suggested that alternative teaching methods for right-brain preference students should be explored. A negative correlation was found between anxiety and English proficiency. Therefore, it is advisable that teachers should reduce the English anxiety of students through activities such as waiting for the students to be ready to answer questions, not making too strict rules in class, or correcting students` errors in an unobtrusive manner, if necessary.

딕토글로스 듣기학습이 토익 듣기 파트별 성취도와 수업태도에 미치는 영향-하위집단 중심으로

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2014 영어영문학21 Vol.27 No.2

The purpose of this study is to examine the effect of dictogloss on listening scores of each TOEIC LC part and it is focused on low English ability level learners. In this study, 35 university students were chosen for the experimental group and 31 for the control group. Listening classes were run for three weeks two hours a day and dictogloss activity was carried out about 40 minutes a day. First, the Experimental group students`` scores were spectacularly increased part 1 and part 2, and this group showed significant difference compared to the control group in part 2. This indicates that dictogloss can improve part 2. Second, dictogloss activity had positive effects on interest and self-confidence level, but statistically there was significant difference in interest only. This indicates that low level learners can pay attention to classes more and get more motivation through dictogloss activity. According to these results, to foster an environment where low level students can actively take part in the activity, simple and interesting material should be adequate at the beginning stages, and gradually complex and harder text should be used. part1 and part2 are composed of shorter and simple sentences and require more bottom-ups skill than top-down skills.

영어 학습 탈동기 및 재동기 요인 -성인 중하위권중심-

주미란 ( Mee Ran Joo ),박성만 ( Seong Man Park ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.2

The purpose of this study is to examine Korean college students`` demotivation and remotivation in their learning English. In this study, the participants consist of 44 first freshmen and 51 senior university students whose TOEIC scores are below 650. A questionnaire consisting of four factors with 40 Likert-scale items for demotivation and 29 items for remotivation was administered. Results indicated that learner-related factors, inside classroom factors, teacher-related factors, outside classroom factors were high in order in terms of demotivation, and outside classroom, learner-related, teacher-related, inside classroom were high in order in terms of remotivation. A negative correlation was found between all the demotivation factors and English ability. A positive correlation outside classroom factors and English ability was found statistically significant in remotivation. Demotivation level of senior students showed higher than that of freshmen students with freshmen``s higher level in remotivation. This result suggests that teachers’ recognition of their possible influence to improve teaching methods is crucial to maintain or increase medium and lower level students’ motivation in learning English.

대학 신입생의 전공 및 학습 성과별 영어 학습동기와 학습전략 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.3

The purpose of this study is to investigate the usage of and correlation between learning motivation and learning strategies of university freshmen students by their majors and English skill. Noels`s test (2000) for motivation and Oxford`s test (1990) for strategies, and TOEIC scores for English skill were applied for analysis. Participants of this study consisted of 284 university freshmen students from six different majors. Of these students, 146 students submitted their TOEIC scores. High and low level groups consisted of 40 students each, excluding 70 students of medium level. The result of analysis is as followed. In terms of motivation, external and identified regulation of the four regulations were found to be utilized by the college students by every major, and both high and low English achievement levels. Out of the six strategies presented in the Oxford`s test, compensation strategies and meta cognitive strategies were found to be utilized the most by students in every major and both high and low English achievement levels. The internal regulation were found to have the closest correlation with overall strategies by every major, and both high and low English achievement levels. High level group uses stronger strategies than the low level group does. These results indicate that teachers need to motivate students to learn other various learning strategies to help students learn English more effectively.

협동적 문제풀이 활동이 영어성취도 및 정의적 영역에 미치는 효과

주미란 ( Mee Ran Joo ) 한국현대영어영문학회 2014 현대영어영문학 Vol.58 No.3

The purpose of this study was to investigate the influence of English ability, gender, and college major on learner affect, through cooperative problem-solving activities, during a TOEIC class. The affective response of learners to the task; such as interest, attention, self-confidence, achievement motivation, English learning anxiety and educational achievement was analysed and the possible relationships between these factors were explored. The participants consisted of 79 college students and the experiment lasted for six weeks, meeting two hours per week. It was found that the anxiety of both low and high English ability learners decreased; the affective domain of female learners was affected more than male learners through the activity; participants`` educational achievement increased except for Humanities learners; and while the Humanities learners`` affective outcomes decreased, the level of science and engineering major learners increased the most. A high positive correlation was found among interest, attention, self-confidence, and achievement motivation and TOEIC score, and a high negative correlation between English learning anxiety and the other factors. Therefore, introducing a small group cooperative activity in TOEIC class could be a good way to improve learner``s affective outcomes as well as cognitive outcomes.

로버트 프로스트 시의 운율 양상 연구

주미란 ( Mee Ran Joo ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.1

Robert Frost sticked to the traditional poetry forms such as blank verses or sonnets. However, he did experiments on various modification to the traditional meters. In his poetry, sentence sound, which is Frost`s poetic principle and which is based on speaking voice, affects on the meter. The modifications to the meter sometimes strengthen the meanings and sometimes it imply irony, satire, or paradox. Additional syllables, flexible feet, modified rhymes in his sonnets, intended rhyme patterns in his blank verses could suggest something more than the words on the paper mean, so careful attention is needed to understand his poetry perfectly.

가상현실 교육적 활용에 대한 교수자의 인식조사

김지효,박성만,이영림,주미란,박은서,박종태,Kim, Ji-Hyo,Park, Seong-Man,Lee, Young-Lim,Joo, Mee-Ran,Park, Eun-Seo,Park, Jong-Tae 한국디지털정책학회 2021 디지털융복합연구 Vol.19 No.7

이 연구의 목적은 영어교육에서 가상현실 활용 교육이 효과적으로 이루어지기 위한 방안을 도출하기 위한 것이다. 이를 위하여 영어교육 현장 교사를 대상으로 가상현실을 활용한 영어교육에 대한 인식을 종합적으로 조사·분석하였다. 연구결과, 첫째, 현직교사들은 가상현실 활용 영어교육의 필요성에 대해 긍정적으로 인식하고 있으나, 대부분의 교사가 가상현실 활용 교육에 대해 심리적 부담감을 호소하는 것으로 나타났다. 둘째, 가상현실 기반 영어콘텐츠가 교육현장에 실용적일 것이라는 기대에 대해서는 긍정적인 반응보다 부정적인 반응이 다소 높은 것으로 나타났다. 셋째, 가상현실 활용한 영어교육이 효과성을 높이기 위해서는 가상현실의 교육적 활용에 대한 경험공유, 다양한 가상현실 콘텐츠 제공이 필요하다고 하였다. 넷째, 가상현실 교육적 활용을 위해서는 가상현실을 적용한 교수학습 방법교육 및 연수와 가상현실 활용 교육에 대한 가이드라인 제공에 대한 요구도가 높은 것으로 나타났다. The purpose of the study is to explore a plan for effective education using virtual reality in English education. In order to achieve the purpose of the study, the perception of English education using virtual reality was comprehensively investigated and analyzed for teachers(n=20) in the field of English education. The results of the study reveal the followings: 1) Teachers are positively aware of the necessity of English education using virtual reality, but most teachers complained of a psychological burden on education using virtual reality; 2) negative responses were somewhat higher than positive responses to the expectation that virtual reality-based English content would be practical in the educational field; 3) In order to increase the effectiveness of English education using virtual reality, it is necessary to share experiences for educational experience of virtual reality and need to provide various virtual reality contents; and 4) For virtual reality educational application, there is a high demand for teaching and learning method education and training using virtual reality and provision of guidelines for education using virtual reality.

스키마 활성화 활동이 토익성적에 미치는 영향 연구

차민영 ( Min Young Cha ),주미란 ( Mee Ran Joo ) 한국현대영어영문학회 2012 현대영어영문학 Vol.56 No.1

The purpose of this paper is to examine how the TOEIC score is positively influenced by implementing the schema activation in TOEIC LC and RC classes during a three week long D University English Immersion Program in Chungnam Province. Two different level-based LC and RC classes showed that the schema theory contributes to obtaining higher scores in TOEIC. Considering the theoretical idea of the schema, EFL learners who have internalized memories and/or experiences in certain circumstances easily comprehend information during the paper test, in forms of images and vocabulary. This paper demonstrates that previously constructed schema have a cognitive function which motivates TOEIC learners to try and understand unfamiliar expressions. In particular, this paper also verifies that the improvement of the TOEIC LC score is significantly higher than that of the TOEIC RC score in the schema activation class.