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한국 영어학습자의 창의성 신장을 위한 창의성 교육기법 기반 영어 교수ㆍ학습 활동 개발
한종임(Han, Jong-Im),오혜진(Oh, Haejin),김영숙(Kim, Youngsook) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.4
The purpose of this study is to examine effective ways to introduce creative thinking skills development in the English learning classroom, specifically, focusing on questioning techniques and creative thinking techniques. The study explores selected creative-thinking techniques which are in accordance with English teaching methods and goals in the Korean context. The techniques highlighted were deemed adequate for enhancing creative and analytical thinking skills of English language learners and include the following: Brainwriting, SCAMPER, Lotus Blossom Technique, Forced Relationships/Analogy, Wishful Thinking Technique, Six Thinking Hats, SWOT, PMI technique, Flat Stanley Project. The study attempts to outline examples of and procedures for implementing such techniques in English education. The study is intended to provide insights for both researchers and practitioners alike and shall thus contribute to the ongoing discussion of integrating creativity education with English learning and teaching.
영어 쓰기 교육에서의 위키 소프트웨어의 효과적 활용 방안
한종임 ( Jong Im Han ) 한국멀티미디어언어교육학회 2015 멀티미디어 언어교육 Vol.18 No.3
This study explores the effective way of utilizing wiki technology in the teaching of English writing. To this end, the study developed a wiki-based collaborative writing model with creativity techniques and investigated its educational effects on EFL learners’ writing. The participants were 130 middle school students in Korea and they were divided into a wiki-based group (n=65) and a traditional group (n=65). The major findings are as follows: First, the wiki-based collaborative writing model was more effective in enhancing Korean student’s writing skills than the traditional model. Second, the wiki-based writing model was more beneficial to high-level English proficiency students than the traditional writing model, whereas both writing models showed equal effectiveness in developing low-level proficiency students’ writing skills. Third, the participants of the wiki-based group responded positively to their experience of utilizing the wiki in the collaborative writing task. All of the results suggest that the wiki technology should be actively integrated into the teaching of English writing to overcome the limitations of the traditional writing class and expand it to an online space for the efficient English secondary education in Korea.
가상교실 기반의 국제문화 교류 협력(collaboration) 활동이 한국 영어학습자의 의사소통능력 및 국제문화이해 역량에 미치는 영향
한종임 ( Han Jong-im ) 한국멀티미디어언어교육학회 2016 멀티미디어 언어교육 Vol.19 No.3
The purpose of the study was to explore the effects of international telecollaboration activities on Korean middle school students` communication skills and intercultural competence. The participants of the study were 50 students from middle schools in Seoul, Korea, who belonged to three different groups: a one-to-one matching virtual classroom group with American students (n=13), a two-to-one matching virtual classroom group with American students (n=20), and a one-to-one matching on-and-offline mixed group with Taiwanese students (n=17). The experiment was administered during one semester of the 2015 academic year. Major findings from the study were as follows: 1) With respect to developing English communicative competence, the virtual classroom-based telecollaboration activities proved to be more effective than the on-and-offline mixed activities on the one hand, and the one to one matching was more beneficial than the two-to-one matching on the other hand. 2) Whether the partner students were English native speakers or not proved to be one of the important factors which can affect the international communicative competence. 3) The virtual classroom-based telecollaboration exchange with one-to-one matching was the most positively perceived by the participants, whereas the one with two-to-one matching was the least positively evaluated. Based on the findings, some pedagogical implications were made for the successful implementation of international telecollaboration activities in Korean school settings.
첨단 영어교육을 위한 초등영어 전자교재 콘텐츠 개발 및 평가
한종임(Han Jong-Im) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.1
This study describes the development principles of the Elementary English Digital Textbook (MEDT) and provides suggestions for the future development of English digital textbooks based on the evaluation of MEDT contents. With these purposes, the study firstly presents relevant theories about the instructional design, e-learning strategies, second language acquisition, and English teaching theories to investigate on what theoretical foundation the MEDT was developed. It then examines how the MEDT integrates and incorporates new technologies such as speech recognition, automatic writing scoring system, games, flash animation, and digital storytelling into a wide variety of English learning activities such as listening, speaking, reading, and writing. Thirdly, the study reports the learners" and experts" evaluations of MEDT with respect to contents, learning activities, interest, levels, and technological functions. Lastly, based on the evaluation of the MEDT, some suggestions are made on the effective use of MEDT for the implementation of enhanced, high-technological, and motivating English learning environments in Korean elementary schools.
테크놀로지를 활용한 창의성 기반 영어 교수·학습이 중학교 학습자의 영어 성취 및 창의성 신장에 미치는 영향
한종임 ( Han Jong-im ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.4
The purpose of this study was to explore the effects of creativity-based English teaching and learning using technology on Korean middle school students' English learning achievement and creativity. The participants of the study were 39 students from middle schools in Seoul, Korea, who belonged to two different groups: an experimental group, which carried out the creativity-based English learning tasks in smart learning environments (n=17), and a control group, which received a traditional English instruction (n=22). The experiment was administered during one semester of the 2017 academic year. Major findings of the study were as follows: 1) With respect to English learning achievement, the creativity-based English teaching and learning using technology was found to be as equally beneficial as the traditional instruction. 2) The creativity-based English teaching and learning using technology proved to be more effective than the traditional instruction in enhancing the participants' creativity, specifically fluency, flexibility, and originality. 3) Both the creativity-based English teaching and learning using technology and the traditional instruction had equal effects on participants' perceptions of their own creativity and problem-solving skills. Based on the findings, some pedagogical suggestions were made for the successful implementation of the creativity-based English teaching and learning using technology in English classrooms.
웹기반 어휘학습과제의 활용 및 저작활동이 한국대학생 영어학습자의 어휘 학습에 미치는 영향
한종임(Han Jong-Im) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.4
The purpose of this study is to investigate the effects of using and authoring web-based vocabulary learning tasks on Korean EFL learners' vocabulary acquisition. The subjects of the study were seventy-seven EFL college students in Korea. They were divided into three groups: a traditional control group, and two experimental groups using and authoring the web-based vocabulary tasks, respectively. The major results of the study were as follows: first, the two experimental groups performed significantly better on the vocabulary recognition and use posttest than the control group did. This result indicates that both the use of the web-based tasks and the participation of students in authoring the web-based tasks are more effective in vocabulary acquisition than the use of traditional vocabulary learning methods. Second, both the experimental groups performed significantly better on the delayed posttest than the control group did. This result provides evidence that using and authoring web-based vocabulary tasks are effective in helping students retain newly acquired words in the long-term memory. Third, the learners' responses of the two experimental groups prove to be positive with respect to the use of the web-based task authoring tools in vocabulary learning. Based on these results, some pedagogical suggestions should be made on the effective use of the web-based task authoring tools in Korean English classroom settings.