http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Park. Yonghyo (검색결과 5 건)
- 무료
- 기관 내 무료
- 유료
-
Korean College Students’ Reading Strategy Use to Comprehend Academic Texts in English
Yonghyo Park 한국응용언어학회 2010 응용 언어학 Vol.26 No.3
This study explored the relationship between the use of reading strategies and reading comprehension ability of Korean college students when they read academic texts in English. This study also examined differences in the use of reading strategies when the students read academic texts versus when they read non-academic texts. One hundred fifteen college students participated in this study. The results indicated that the Korean college students’ reading comprehension ability was to some degree related to their reading strategy use when reading academic texts in English; the higher their reading comprehension ability, the more they used sophisticated reading strategies. The Korean college students used more volume of reading strategies when reading academic texts than when reading non-academic texts; they frequently used some specific reading strategies when reading academic texts, whereas they did not often use these strategies when reading non-academic texts. Based on these findings, instructional implications are discussed.
-
초ㆍ중ㆍ고등학생들의 자기주도학습 인식 변화의 연도별 추이 및 국가수준 영어 학업성취도와의 상관관계 분석
박용효(Park, Yonghyo),윤지환(Yun, Jeehwan) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3
This study aims to explore to what degree Korean primary and secondary school students perceive a self-regulated learning in their study and examine its trend through years. Furthermore, this study is also purposed to determine relationships between the students' self-regulated learning and their English achievements. This study analyzed a massive data set of the students' National Assessment of Educational Achievement (NAEA) and surveys which were collected and provided by Korea Institute for Curriculum and Evaluation (KICE). For data analysis, descriptive statistics and a multiple regression analysis were mainly conducted: the results indicated that students' perception in the self-regulated learning was vary depending their school levels and achievement levels and there were positive correlations between students' perception in the self-regulated learning and their English achievements.
-
고등학교 영어 쓰기 평가에 대한 학생 인식 : 지역별, 학교 유형별 비교
박용효(Park, Yonghyo),김준식(Kim, Jun-Shik),민호기(Min, Hoky) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.2
This study explored how high school students perceive a classroom-based English writing assessment. For this study, six survey questions were formulated based on the research previously conducted and the responses from 954 high school students at 30 high schools across the country were collected and analyzed. Schools were carefully sampled considering the school types (e.g., a general school, or a school for science or foreign language study, or a school for vocational education) and the locations (e.g., a big city, or a small city, or a rural area). The results of survey indicated that assessing writing occurred at least once a semester in classrooms. It was also shown that the practices of assessing English writing are different according to the locations and types of the schools that students attended. Furthermore, many of the students indicated that their teachers did not assess English writing as often as they should, because assessing English writing in classrooms requires extra time and effort on the part of the teachers’ work. The results are discussed and implications for pedagogy are suggested.
-
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.
-
김성혜,조보경,박용효,Kim. SungHye,Cho. Bo-Kyoung,Park. Yonghyo 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2
This study explored how test-takers perceive computer-based test (CBT) features in a CBT reading test. This study collected research data from 5,391 high school students who took National English Ability Test (NEAT). This study employed both quantitative and qualitative research methods; meaning that the research data includes students’ survey responses as well as interviews with 27 students among them. First, a survey was conducted to find out the perceptions on the usefulness of the CBT features in the reading test. The survey data was statistically analyzed in terms of gender, region, test levels (Level 2 & Level 3), and grade. Second, the semi-structured interviews were conducted to collect more in-depth data on how the CBT features affect students’ performance in the reading test. The findings from these triangulated data suggest that the students had positive responses to the usefulness of most of the features in the CBT reading test. However, the findings also suggest that some CBT features need to be revised to attain the level of flexibility that is provided by a paper-based reading test. The findings are discussed and implications for pedagogy are suggested.
KCI연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
