영어성경학습 교재 개발 및 적용

최윤희(Yoonhee Choe),이성희(Sung-Hee Lee) 한국콘텐츠학회 2014 한국콘텐츠학회논문지 Vol.14 No.4

본 연구에서는 예비 기독영어교사들이 전공봉사학습의 일환으로 서울 소재 두 교회의 주일학교 중학생들을 대상으로 개발한 영어성경학습 교재를 실제 교육상황에 적용해 본 후, 예비 영어교사들의 교재개발 과정에 대한 인식과 주일학교 교사들의 교재에 대한 인식이 어떠한지를 살펴보고자 하였다. 본 연구에는 영어성경학습 교재 개발 과정이 단계별로 기술되어 있다. 본 연구의 자료 분석을 위해 예비 영어교사들과 주일학교 교사들과의 심층 인터뷰를 실시하였다. 인터뷰 내용은 녹음하여 전사하였고 내용분석 방법을 통해 분석하였다. 연구 결과, 예비 영어교사들의 영어성경학습 교재 개발 경험을 통한 전공봉사학습이 전공 전문성 향상은 물론 교회를 돕는 보람과 만족감을 갖게 한 것으로 나타났다. 성경학습 교재 내에서 성경교육과 영어교육 목표 사이의 균형을 이루는 것은 예비 영어교사들과 교재를 사용해 본 주일학교 교사들 모두에게 어려운 점으로 드러났다. 마지막으로, 주일학교 교사들은 교재 내의 학습활동들의 연계가 자연스럽지 못한 점을 한계로 인식하였으나, 교재의 소재가 학생들의 실생활과 밀접하게 연관되어 있는 점은 긍정적으로 인식하고 있었다. This paper summarizes findings from investigations into the development and application of English bible study materials for middle school students in two local churches in Seoul, Korea. Six pre-service Christian English teachers have participated in the development of the materials. After the application of the new materials, the pre-service teachers’ and bible study teachers’ perception of the new materials have been investigated. To analyze the data, the pre-service teachers and bible study teachers were interviewed. The interview data was recorded, transcribed and analyzed based on content analysis method. The findings indicated that the pre-service teachers’ church service learning gave them a sense of satisfaction and it also helped them develop professionalism in teacher education. To both the pre-service teachers and bible study teachers, keeping balance between bible teaching and English teaching was found to be a difficult task. The fact that the themes in the new materials are closely related to the lives of the students has been positively evaluated by the bible study teachers.

영어 원어민 · 비원어민 교사의 영어 말하기 평가 시 모국어 변인이 채점 수행에 미치는 영향

최윤희 ( Choe Yoonhee ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.1

This study investigates the current issues of English speaking assessment in Korean secondary schools and the effects of raters’ mother tongues on the raters’ performance in English speaking assessment. The participants were eight Korean English teachers in secondary schools and three native English speaking instructors in a private university located in Seoul. To examine the current issues, the focus group interview with Korean teachers of English was conducted. Additionally, multivariate analysis of variance (MANOVA) tests were conducted. to investigate how differently participants rated test-takers’ speaking skills according to their mother tongues. The results showed that Korean teachers of English had some challenges in assessing their students’ English speaking skills due to several reasons, including not having enough knowledge of speaking assessment rubrics. Additionally, raters according to their mother tongues performed differently in assessing the test-takers’ speaking skills, especially test-takers’ grammatical accuracy. These results provide some pedagogical implications for developing in-service English teachers’ training programs to enhance their speaking assessment skills.

영어 텍스트 유형이 한국인 대학생의 영어 요약문에 미치는 영향

최윤희(Choe, Yoonhee),류지수(Jisu Ryu),전문기(Moongee Jeon) 언어과학회 2020 언어과학연구 Vol.0 No.95

This study aims to investigate the extent to which source texts’ types affect Korean EFL college learners’ summary writings in terms of lexical, sentential, and discourse-level features. About 51 summary writings of three genres (cause/effect and comparison/contrast expository texts and argumentative texts) were collected and analyzed using a computational assessment tool, Coh-Metrix. The results show that the participants’ summary writings in the three different text types were statistically different according to their lexical-level (the mean word length, word frequency, imageability, concreteness, the third person pronouns), sentential-level (the mean sentence length, causal connectives, temporal connectives, noun density, FRE, FKGL), and discourse-level (type-token ratio, LSA cosines for all and adjacent sentences) features. This study provides some pedagogical implications for teaching various types of English summary writings.

예비영어교사의 영어 학습 지원 튜터링이 북한이탈 대학생의 영어 학습에 미치는 영향

최윤희(Yoonhee Choe) 한국콘텐츠학회 2016 한국콘텐츠학회논문지 Vol.16 No.4

이 연구는 북한이탈 대학생의 대학영어 수업에서의 어려움과 요구를 분석한 후, 예비영어교사의 튜터링을 통해 영어 능숙도와 영어 학습의 정의적 측면에 어떠한 변화가 있는지를 연구하는 것을 목적으로 한다. 튜터링을 시작 전, 100명의 탈북 대학생을 대상으로 설문조사를 실시하였고, 그 중 희망하는 탈북 대학생은 예비 영어교사와 한 학기간 영어 학습 튜터링을 실시하였다. 탈북 학생들의 어려움과 영어 학습 요구는 양적 분석을 통해 실시하였고, 튜터링을 통한 탈북 학생의 영어 능숙도와 정의적 측면을 살펴보기 위해서는 질적 분석을 실시하였다. 그 결과, 탈북학생들은 영어 학습에 많은 어려움을 가지고 있으며, 영어 학습 요구도는 매우 높았다. 또한 한 학기 간의 튜터링을 통해 그들은 시기별로 네 가지의 주된 변화를 보였다. 첫째, 튜터링 시작 초반에는 영어 기초 학습의 부재로 많은 어려움을 겪었고, 둘째, 튜터링 학습을 통해 다소 영어능숙도가 향상되는 것을 탈북 대학생 스스로 인식하기 시작하였다. 셋째, 영어 능숙도의 향상과 더불어 그들의 정의적 측면(학습 동기와 자신감)이 조금씩 향상되었고, 넷째, 튜터링이 마무리 되는 시점에서 탈북대학생은 영어 학습의 기초적인 측면(즉, 발음과 기초 문법 등)이 좀 더 향상되었다는 점을 자각하였다. 이 연구는 북한 이탈 대학생을 지원하는 대학 내 영어 프로그램 개발에 교육적 의의를 제공할 것으로 기대된다. The study aimed to investigate what difficulties and needs North Korean refugee college students have in their college English programs and what they experience over an English tutoring program offered by pre-service English teachers. Before the tutoring started, a survey was conducted to examine the current difficulties and needs 100 NK refugee college students had. After the survey, six NK refugee college students and 12 pre-service English teachers participated in the tutoring on the voluntary basis. The survey questionnaires were analyzed statistically, and the effects of the tutoring program were analyzed qualitatively. The results show that NK refugee students reported the severe difficulties in learning English, their increased awareness of the slightly improved English skills over the tutoring program, the increased awareness of their affects, and the increased awareness of their linguistics development at the end of the tutoring. Pedagogical implications for supporting NK refugee college students are discussed.

국가영어능력평가시험 2급 쓰기 과업 유형이 한국 영어 학습자의 영어 쓰기 수행에 미치는 영향

최윤희(Choe, Yoonhee) 한국영어학회 2013 영어학 Vol.13 No.1

영어회화 전문강사의 역량향상 요구분석

최윤희(Choe, Yoonhee),전지현(Jeon, Jihyeon) 한국외국어교육학회 2014 Foreign languages education Vol.21 No.3

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

예비영어교사의 지역사회 연계 전공봉사에 대한 사례 연구

이지연(Yi, Jyi-yeon),최윤희(Choe, Yoonhee),이성희(Lee, Sung-Hee) 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

The purpose of the study is to report and share the experiences of Korean pre-service English teachers’ community-based service learning. For this purpose, from July to December, 2012, three Korean pre-service English teachers participated in a project in which they developed a series of syllabi, lesson plans, and teaching materials for a community ELT program in Choongbook area, Korea, under the supervision of their teachers. Before and after implementation of the program, the pre-service teachers were interviewed on the design and effectiveness of the new program; and high school student teachers who volunteered to teach in the community ELT classes were also being questioned with similar aspects according to the survey questionnaire. The results indicated that due to the community-based service learning experiences the pre-service teachers improved in developing a proficiency-based ELT program. Their self-efficacy was also enhanced by serving the community. In addition, the new program was highly evaluated by high school student-teachers than previous ones. Suggestions for both developments of community ELT programs and future research were stated.

인공지능 기반 영어 수업이 한국인 중학생 영어학습자의 인공지능 리터러시와 인식에 미치는 영향 탐색

최서원 ( Seowon Choi ),최윤희 ( Yoonhee Choe ) 한국멀티미디어언어교육학회 2024 멀티미디어 언어교육 Vol.27 No.1

This research examines the impact of AI-based English education on the AI literacy and perceptions of Korean middle-school EFL learners. A cohort of 225 participants engaged in an eight-week English course utilizing generative AI tool, specifically, ChatGPT 3.5 and Reading Progress. AI literacy skills were assessed using pre- and post-surveys, revealing a significant increase (p < .001), particularly in ‘Understanding and Utilizing AI Principles’. Complementing the quantitative data, a qualitative thematic analysis provided insights into learners’ perceptions across educational, technological, and affective domains. The educational benefits of ChatGPT and Reading Progress, such as enhanced pronunciation and increased individual practice opportunities, were emphasized. The technological dimension was positively regarded due to its usability, although challenges in voice recognition and user interface discomfort were reported. From an affective perspective, students reported an increased sense of novelty and confidence, despite concerns regarding the necessity for continuous camera usage and a decrease in motivation for sustained use. This study offers pedagogical implications for effective English instruction using AI tools among adolescent English learners in Korea.

영어 이해/표현 영역 시행 순서의 변화가 시험 수행에 미치는 영향

민호기(Min, Hoky),최윤희(Choe, Yoonhee),박용효(Park, Yonghyo) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.3

The purpose of the present study is to examine the extent to which the change in order of the mode in the National English Ability Test (NEAT) influences the performance of the test takers. The same group of test takers (N = 41) were given two versions of the NEAT of the same difficulty, but with different administration orders with the interval of two days. The first version of the test was given in the order of the receptive mode (listening and reading sections) and the productive mode (speaking and writing sections), and the second version was given the other way around (the productive mode and receptive mode). The performance was compared between the two administrations. According to the series of paired t-test results, significant score difference was found only in the listening section. The test takers scored higher when the listening section was given first. In addition, the test takers' performance level was compared between the two administrations. The chi-square tests showed that the ratios of the performance levels were not significantly different between the two in each of the four sections. Pedagogical implications and suggestions for future research are discussed.

그래픽 구성도를 활용한 교수법이 한국인 영어학습자의 영문법 습득에 미치는 영향

김형태(Kim, Hyungtae),최윤희(Choe, Yoonhee) 미래영어영문학회 2017 영어영문학 Vol.22 No.3

The purpose of this research was to investigate the effects of graphic organizer instruction on English grammar acquisition of Korean EFL learners. Participants were 25 Korean secondary school students in Seoul. The period of this experiment was eight-week long and each class lasted for one hour, including a twenty-minute test. The tests were assigned twice a week. The data were analyzed using SPSS 19.0 through pre- and post-test of English grammar. The results are as follows. First, participants showed meaningful improvement in four parts―the distinction of parts of speech, adjective and adverb, adjectival and adverbial phrases and noun clauses, relative clauses and subordinate clauses in the sentence of English grammar, but showed little improvement in learning tenses, passive voices, gerund, and infinitives. Second, the participants reported their increased interests in learning English grammar using graphic organizers. The results provide some pedagogical implications for effective English grammar instruction using graphic organizers.