우리나라 초, 중, 고 학습자의 영어학습주도성 연구

김혜영(Kim, Heyoung),김은화(Kim, Eunhwa) 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.1

The purpose of this study is to examine how well Korean students are ready for self-directed language learning and how their readiness has been changed by learning English for their public school years. 1,391 Korean students were investigated on their Self-Directed Language Learning Readiness (SDLLR, H. Kim & M. Kim, 2009) across the age groups, elementary, middle, and high school groups. Their SDLLR was also compared to their selfdirected learning readiness (SDLR, H. Kim & K. Kim, 2010), modified from Guglielmino’s scale (1977) to check if there is any particular difference in learning between English and other subjects. Furthermore, this study attends to other ‘student’ factors that might influence their SDLLR, such as motivation, gender, study-abroad experience, and age to start learning English. The result shows that Korean students’ SDLLR significantly decreases as they study English longer. Surprisingly, the average scale score of SDLLR in the elementary school group was significantly higher than that in the other two groups. This decreasing pattern was also similarly shown in the SDLR measurement, but their SDLLR score was significantly lower than that of their SDLR. Motivation, gender, age to start learning English, and oversea study experience all significantly influenced their SDLLR. In conclusion, Korean students do not seem to successfully develop their language learning autonomy from their learning experience during public school years. Many students fail to hold their motivation, confidence, and responsibility in learning English. The Korean national curriculum aiming at developing the self-directed learning ability needs to be systematically reviewed and revised to achieve their ultimate goal.

교사연수를 위한 개방형 학습 플랫폼의 설계, 시행, 평가

김혜영 ( Kim Heyoung ),이진화 ( Lee Jin-hwa ),김지영 ( Kim Jie-young ),이효신 ( Lee Hyoshin ) 한국멀티미디어언어교육학회 2018 멀티미디어 언어교육 Vol.21 No.3

The purpose of this study is to suggest design principles of open learning platform (OLP) for teacher training based on findings driven by design-based research (DBR, Reeves 2006). SMART Teaching 3.0 (Kim, Kim, Lee, & Lee, 2016) has been designed, implemented and evaluated as a self-directed learning program for English teachers in this study. Various types of context-rich data from 149 participant teachers, such as user statistics, teacher weekly journals, interviews, and post-survey were collected, analyzed, and triangulated. Findings throughout two teacher training implementations yielded six design principles in developing an OLP that adapts a new teacher training model: 1) sufficient open contents, 2) interface considering both PC and mobile learning environment, 3) purpose-driven online interaction space, 4) short and needs-satisfying contents such as observations of teachers’ lesson, 5) technical supports for individual learning and scaffolding, and 6) utilization of OLP for multi-purpose which are informal learning with individual learners; non-formal learning in community of practice; and formal learning as a supplement of officially certified teacher training program. It is hoped that the design principles and application process be referred for reforming teacher training program and future studies.

영어교원양성 및 평가의 수행기준 연구

김혜영(Kim Heyoung) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.4

  This study attends to the importance of performance standards in teacher education and evaluation system and suggests a primitive guideline for English teaching standards in Korea. For this purpose, first of all, the notion of "teaching expertise" and "performance standards" are reviewed with the previous studies. Second, this study introduces recent changes in Korean teacher education programs and some efforts to develop Korean teacher standards. Third, teaching standards (for ESL/WL) established by NCATE, NBPTS, and INTASC are reviewed to investigate their domains, standards, and evaluation rubric. Finally, this study addresses some implications and suggestions for establishing English teacher standards in Korea. It is hoped that the findings of this study provide subject-specific information on teacher training and assessment to teacher researchers and education policy makers in Korea.

코퍼스기반 CALL 연구 동향 : 질적메타분석

김혜영(Kim Heyoung),전수인(Chun Sooin) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.2

This paper presents a qualitative meta-analysis of 71 corpus-based CALL studies for the last 15 years (1993-2008). In this study, “corpus-based CALL” research is defined as all the corpus studies that provide information and implications for L2 education. For extensive review of the previous studies, this study employs an analytical framework of corpus-CALL research scope including four categories: 1) tools and types, 2) instructional approaches, 3) language recognition focus and 4) effectiveness. The purpose of this meta-analysis is to provide practical information such as “what, how or to whom” to language teachers who want to utilize corpus for their instruction and also to suggest some insightful direction for researchers in this area. The three research questions are addressed to achieve this purpose. First, what corpus types and concordance tools have been used in corpus-based CALL? Second, what instructional approaches have been employed in corpus-based CALL? Third, what pedagogical implications of using corpus have been driven for L2 education? The findings of this study suggest that corpus-based CALL instruction seems most effective for adult learners in an inductive way of using small corpus data such as writing consultation or self-error correction.

영어교과 보조 도구로서의 AI 챗봇 분석 연구

김혜영(Kim Heyoung),신동광(Shin Dong Kwang),양혜진(Yang Hyejin),이장호(Lee Jang Ho) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.1

Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구 결과 Ⅴ. 논의 및 제언 본 연구는 인공지능 비서 봇(AI assistant bot) 중 Amazon 사의 Alexa와 Google 사의 Google assistant를 이용하여 두 챗봇과 대화자 사이의 담화수준과 상호작용 능력을 영어학습 관점에서 비교·분석하였다. 이를 위해 중·고등학교 영어 교과서를 기반으로 한 세 가지 과업(간단한 대화 나누기, 정보 묻기, 문제 해결하기)을 설계하여 이를 수행하기 위한 질문으로 두 개의 챗봇과 동일한 대화를 나누었다. 챗봇의 발화내용은 모두 전사하여 챗봇의 대화 성공률, 어휘, 이독 지수, 답변의 길이, 정보의양 등과 같은 양적인 분석과, 어휘 난이도 및 적절성, 대화 적절성, 담화수준의 질적인 측면으로 두 개의 챗봇을 비교하였다. 그 결과, 첫째로 두 챗봇 모두 86%이상의 높은 과업 성공률을 보였고, 내용 면에서도 질문에 적절한 답을 제시하였다. 둘째, 챗봇이 사용한 어휘의 97%가 초·중·고 교육과정의 권장어휘 수준에 포함되어있어 교육용으로 적절한 것으로 나타났다. 셋째, Google assistant가 Alexa보다 외국어 학습자에 친화적이며, 이독 지수 역시 더 낮아 이해가 용이한 것으로 나타났다. 또한, Google assistant가 대화자의 모호한 질문에 더욱 적절히 대응하였다. 이러한 연구 결과는 외국어학습용 챗봇을 위한 AI 스피커에 대한 개선점과 구체적인 교수·학습 활용방안을 제시함으로써 외국어 교육용 AI 챗봇 개발 및 관련연구에 기초자료가 되기를 희망한다. « 주제어: 인공지능,

중학생 듣기·말하기 학습을 위한 영어자율학습센터의 설계 및 적용

김금선(Kim, Keumsun),김태은(Kim, Tae-Eun),김혜영(Kim, Heyoung),차경환(Cha, Kyung-Whan) 한국응용언어학회 2011 응용 언어학 Vol.27 No.2

The purpose of this study is to suggest a self-access language learning center (SALLC) that is designed as an extra-curricular program for middle school students to enhance their listening and speaking ability and also their language learning autonomy. The researchers designed a five-stage SALLC curriculum, implemented it into an one-month summer course in a middle school and analyzed its effectiveness in terms of students’ participation, autonomy training, and listening and speaking skill development. From the analysis of data from various resources, such as pre- and post-surveys, self-directed language learning readiness tests, and students’ worksheets, Most of the participants showed positive signs, for example, high attendance rate, significant increase of self-directed language learning readiness, and self-perceived improvement of their listening and speaking ability. In conclusion, the idea of SALLC can effectively fit in the Korean middle school context, which can be one alternative to solve the widely noted problems, lack of speaking practice and teacher-centered learning, in English education in Korea.

초등영어학습자의 자기주도학습 과정과 저해요인 연구

김금선(Kim, Keumsun),김혜영(Kim, Heyoung) 한국외국어교육학회 2011 Foreign languages education Vol.18 No.1

This study aims to explore factors influencing two young English learners’ self-directed learning (SDL). The participants of this study are two fifth graders who enrolled in the SDL program. Influenced by the previous models (Fisher, McKeand & Hafner, 2008; McCarthy, 2009), the program was designed to enhance English learners’ autonomy. It consists of three stages: awareness raising, learner training and individual learning. The participants were encouraged to take part in all the stages. Four different methods for data collection were used: questionnaire, documents, observation with field notes and counseling. As a result, two distinguishing variables related to English learning culture of Korea were identified: negative effects of private institutions and mother dependency. Based on this study, it is suggested that teachers and educators in this area should take into account the sociocultural constraints to meet local needs when planning a self-directed learning program. Also, more research has to be done to set up a self-directed learning model for Korean young English learners as well.

3단계 통문자 단어카드를 활용한 유아 영어 읽기지도 사례연구

박주연(Park, Juyun),김혜영(Kim, Heyoung) 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

The phonics approach has been widely accepted as an effective method of developing young learners’ English reading skill in Korea. However, there is not yet enough evidence that it is an appropriate method for L2 young learners. Indeed, some studies have been critical, suggesting that complex rules and mechanical repetition might even lower children’s motivation and confidence. Therefore, the purpose of this study is to suggest 3-step whole word instruction as an alternative reading method for younger children. This new approach is based on the whole language approach, so instead of teaching individual letters and pronunciation rules, letter-meaning connecting picture cards are presented in three steps. Eight five-year old children were taught 59 words from four storybooks by reading stories and playing with whole word cards for 16 sessions. On the post-test, they could all successfully recognize the meaning and spelling of an average 39 words. In addition, the children were able to read the target words in the books. The children could quickly recognize the words through picture clue reminder while they did not read any of the other repeatedly appearing words in the books. Overall, the 3-step whole word lesson showed great potential as an effective reading method for younger children.

Parental Involvement, Children’s Learning Needs and Reading Motivation of Young Chinese EFL Readers

Shuyan Wang(왕주연),Heyoung Kim(김혜영) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.16

본 연구의 목적은 부모의 학습관여가 아동의 영어독해능력과 학습동기에 미치는 영향에 대해 알아보는 데에 있다. 지금까지의 아동영어교육은 학교맥락에서 연구되어왔으며, 가정의 교육환경에 대해서는 본격적으로 논의된 바 없다. 이러한 연구의 필요성을 토대로 본 연구에서는 중국인 아동영어 학습자를 대상으로 부모의 자녀의 학습관여, 아동의 학습욕 구, 모국어 외국어 읽기 동기를 측정하였다. 278명의 초등학생과 학부모를 대상으로 설문과 영어 읽기 검사를 실시하였다. 그 결과 부모의 학습관여는 아동의 읽기동기와 읽기성취에 주요한 역할을 하는 것으로 드러났다. 반면 부모의 교육배경이나 아동의 성별과는 유의미한 상관관계가 나타나지 않았다. 아동들은 소속감에 대한 욕구에 가장 큰 만족감을 느끼 고, 존중감의 욕구에 대해 가장 낮은 만족감을 보였다. 다중회귀분석결과 첫째. 사교육비와 부모관여는 아동의 독해능력을 예측하는데 다소 낮은 요인이었고, 둘째, 자기 실행 욕구는 내적읽기 동기의 가장 큰 요인이었으며, 학부모의 관여는 영어 읽기 동기보다, 모국어 읽기 동기에 더 큰 영향을 주는 것으로 나타났다. 마지막으로 부모의 교육수준과 사교육비지 출은 아동의 내적 읽기 동기에 유의미한 영향을 미치지 못하는 것으로 나타났다. Studies on teaching English as a foreign language (EFL) in children have extensively focused on the school context, but the home environment has not been fully studied. In the present study, parental involvement, children’s learning needs, and reading motivation were measured to explain young Chinese EFL readers’ behaviors. The participants were 278 primary school students, together with their parents, who completed questionnaires and an English reading test. The results revealed that parental involvement had a prevalent role in facilitating children’s reading motivation and achievement, and it did not vary in terms of parents’ educational backgrounds and children’s gender. The children reported the highest degree of satisfaction with belonging needs, but the lowest with esteem needs. Multiple regression analyses indicated that (1) the extra instructional spend and parental involvement were weak predictors of children’s EFL reading performance; (2) self-actualization needs were found to be the best predictor of intrinsic reading motivation, and parental involvement had a stronger impact on children’s first language intrinsic reading motivation than on EFL; and (3) neither parents’ educational background nor extra instructional spend influenced children’s EFL intrinsic reading motivation.

중등 신규영어교사 수업실행능력 강화 연수 프로그램 개발을 위한 수업과업중심 요구 조사¹⁾

이효신 ( Lee Hyoshin ),김혜영 ( Kim Heyoung ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.4

This study aimed to provide the direction of the development of a teacher education program for novice secondary English teachers focusing on improving English teaching practice competences through needs analysis based on teaching practice tasks. In order to accomplish this research aim, such issues as the recognition of teacher education programs for novice teachers, the identification of the tasks for teaching practice and the priority of the tasks in the program were addressed. Data sources were from ethnographic interviews, intensive interviews and a questionnaire survey. The findings showed that the new secondary teachers of English were not satisfied with the inductive teacher education programs. The tasks of teaching practice were identified. They are classified into four areas including 1) lesson planning and introduction, 2) teaching activities, 3) teaching operation, and 4) assessment of students` academic achievement and evaluation of classroom teaching. A needs analysis based on tasks in teaching practice indicates that they place emphasis on teaching operation, followed by assessment and evaluation, teaching activities, and lesson planning and introduction. Lastly, suggestions for the improvement of the teacher education programs for the novice teachers and further study were provided.