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Jinsook Kim,Kieun Lee,Eunsung Lee 한국청각언어재활학회 2020 Audiology and Speech Research Vol.16 No.4
Purpose: This study was to determine the effects of response tasks, such as button pressing and mental counting, and handedness on N100, N200, and P300 auditory event-related potential (AERP). Methods: A total of 50 normal-hearing young adults with the average age of 21.6 (±1.5) years participated in this study. Among them, 15 men and 15 women were right-handed and 10 men and 10 women were left-handed. An oddball paradigm was used to deliver 30 stimuli of 2 kHz target tone bursts and 120 stimuli of 1 kHz nontarget tone bursts. The stimuli were presented at 70 dB sound pressure level with the rate of 1/s. Results: The button pressing task elicited significantly smaller N100 and larger P300 amplitudes than the mental counting task. N200 latency was significantly lower and P300 amplitude was higher in left-handed participants than those who are right-handed. Appearance percentages of right-/left-handed participants for N100, N200, and P300 were 80/95%, 85/85%, and 75/75% for the button pressing task and 80/90%, 80/80%, and 70/70% for mental counting task, respectively. Conclusion: The significant difference in appearance percentage between response tasks supported that P300 was a strong endogenous potential. N100 and N200 were thought to have both endogenous and exogenous characteristics. A more sensitive approach in selecting the task of response for the target stimuli and careful consideration for the handedness is necessary for AERP recordings.
An Analysis of Korean University Students’ Demotivation and Remotivation in the EFL Classroom
Jinsook Lee 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.1
This study investigated the demotivation and remotivation factors of English learning for Korean university students in EFL situations. The sample group totaled 175 university students who took various types of English courses. The data collection consisted of a survey with closed questions, and individual interviews with a randomly selected sample of the student population. The data was processed by frequency and correlation analysis as well as a one-way analysis of variance based on participants’ TOEIC scores. The findings were split into three categories: remotivation methods, demotivation factors, and remotivation factors. The findings highlighted that low-level students lacked remotivation methods while high-level students used remotivation methods more frequently. The main demotivation factors were lack of basic language ability and the core focus on tests. The leading remotivational factors were triggered by receiving satisfactorily high test scores and future job prospects. Additional significantly different results by student level are noted.