The Effects a Mobile-Mediated Flipped Learning Program Using KakaoTalk Platform

Park,Punahm 한국외국어교육학회 2018 한국외국어교육학회 학술대회 자료집 Vol.2018 No.-

This study investigated the effects of a mobile-mediated flipped learning program utilizing Kakao platform for Art-major college students. Social Network Services such as Facebook, Band, KakaoTalk, Ning allow users to access digital information, create artifacts, and interact and collaborate in virtual communities (Kaplan & Haenlein, 2010). At little or no cost to the educational institution, SNS platforms can be integrated with classroom instruction in ways that support communication among students. A number of studies have made claims regarding the benefits of using SNS platforms in language learning. Several studies on the use of mobile platforms in higher education found a significant positive impact on student motivation (Lampe, Ellison, & Steinfield, 2008). Teotenel (2014) examined the impact of the use of the SNS platform Ning in on cohesion and learner-to-learner interaction among participants. This research integrated the platform learning into a language learning classroom for art college students. In order to analyze the language improvement and students’ perceptions on the platform-mediated flipped learning model, the researcher examined the following three questions: 1) whether a mobile-mediated FL program had impacts on Art college students’ English skills; 2) participants’ perceptions of the program, both in terms of its impact on their linguistic skills and in (motivation); and 3) How did the students perceive the platform selected for the flipped learning treatment. The researcher developed and implemented a 15-week English communication program and administrated the pre- and post-questionnaire, and the pre- and post-English proficiency test to 22 students. For the in-depth research, the researcher observed the students’ activities in the class and interviewed the students’ experiences on using KakaoTalk platform. The results showed that there was no statistically significant improvement in the speaking skill. Overall, the questionnaire and interview data revealed positive perceptions of KakaoTalk-mediated flipped classroom. By utilizing Kakao platform, the students enhanced not only their interest in English learning but not for their speaking ability through their flipped learning. The findings indicate that the students had positive perspectives towards the mobile-mediated flipped learning. The students’ enhancement on the motivation was supported with the help of the well-prepared video lectures and the student-centered class activities and the teachers’ feedback.

Developing a Theme-based Reading Instruction for Children: Focusing on Science

Punahm Park,Mi-ok Lee 21세기영어영문학회 2006 영어영문학21 Vol.19 No.1

이 논문은 주제(과학)를 중심으로 한 영어 읽기 프로그램을 구성해 초등학생들의 영어학습을 돕고자 하는 취지에서 연구되었다. 초등영어는 어린이들에게 영어에 흥미와 자신감을 갖고 의사소통 할 수 있는 기본 능력을 기르게 하기 위한 목적으로 기본적인 영어 문형과 기능을 이해하고 표현하는 활동을 주로하게 된다. 그러나 단순히 언어의 4가지 기능을 학습하는 것 이외에도 학생들의 계속적인 흥미를 유발하기위해서는 유의미한 지식을 습득하는 내용중심의 언어 교수 학습 프로그램이 효율적이라고 제시 되고 있다. 내용중심의 교수는 학습자의 인지수준에 맞는 유의미한 내용을 외국어와 통합하여 가르칠 수 있다는 점에서 ESL 상황에서 성공적으로 진행되어오고 있다. 또한 EFL상황 에서도 영어를 매개로 해 교과목과 연관된 학습 내용의 메시지를 이해하려는 시도가 언어와 교과목 내용의 통합모델로 제시되고 있다. 그 노력의 일환으로 이 연구는 초등학교 3-6학년을 대상으로 언어교육원의 어린이 프로그램에서 과학내용, 특히 동물에 대해 개념중심의 영어 읽기 수업을 7주동안 Concept-Oriented Reading Instruction (CORI)의 교수요목에 맞추어 실시해 보았다. 설문지 조사, 면접, 수업 관찰을 통해, 본 연구는 학생중심의 주제별 영어 읽기전략 학습이 목표어 읽기에 대한 동기를 유발하고 학생중심의 협동학습과 참여에 긍정적인 효과를 주었다는 결과를 볼 수 있었다. 그러나 본 연구가 적은 참여자와 장기적인 연구가 되지 못해 연구 결과를 일반화 할 수는 없었다. 그러나 질적인 연구로, 내용중심의 주제별 학습이 외국어로서 영어를 배우는 어린이에게 흥미를 유발하면서 읽기에 참여하게 하는 효과적인 교수/학습모형이 될 수 있다는 교육적인 시사점을 제시해 주고 있다.

Developing Self-directed Learning and Teaching

Park, Punahm 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.3

The Effects of a Project-Based Digital Storytelling Program Using a Video-Editing Platform

Punahm Park 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.3

This study investigated the effects of a project-based digital storytelling program utilizing a video-editing platform with 124 college students in a General College English program. A web-based video-editing platform was employed to help the students create digital stories in small groups and thereby improve their language proficiency. In order to analyze the students’ perceptions of language improvement and learning attitudes towards the digital storytelling program, this study administrated a pre- and post- survey questionnaire, as well as a practice TOEIC Speaking test. For an in-depth research, the researcher observed the classes and interviewed the students about their experiences with the digital storytelling program. The t-test results showed that there was a statistically significant improvement in their speaking skills. The students perceived their linguistic skills were significantly improved for writing and reading, but not for speaking. Another gap was noted between the students’ perceptions of the language improvement and the reality of their improvement. The students showed positive attitudes towards collaboration, creativity, and the use of technology. The students enjoyed creating a digital story with the help of peers within a small group and with the instructor’s feedback. The pedagogical implications of the findings are proposed for a wider implementation of project-based digital storytelling program in the EFL context.

비대면 의사소통 영어 수업에 대한 만족도와 인식 : 비디오 강의와 실시간 화상 강의 중심으로

박부남(Park, Punahm) 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.2

This study is a case analysis on non-face-to-face communicative English language learning conducted in a university during the COVID-19 pandemic. The purpose of this study is to draw the direction of effective communicative language learning approaches by investigating the students satisfaction and perceptions of the two online teaching types:Asynchronous pre-recorded ‘Video lecture and synchronous ‘Real-time lecture’. This study used both a questionnaire and interviews to examine perceptions and satisfaction of 114 university students (58 students for Video lecture/56 students for Real-time lecture) taking an online general English conversation program. The results showed that the satisfaction level of students in the Video lecture was more statistically significant than that in the Real-time lecture. The students in the Video lecture perceived that the class is effective in terms of ‘interest in learning’ ‘concentration on learning’ and ‘self-directed learning’. The students in the real-time lecture were satisfied with the teacher-student interaction while they revealed difficulties in dealing with the technological issues with small group online activities. In terms of language learning, the Video lecture was helpful to improve listening, speaking and reading skills while the Real-time lecture was helpful to improve listening and speaking skills. Educational implications of this study are discussed. (200 words)

학습자 협동기반 디지털 영어 동화 창작 교수·학습 모형의 개발 효과

박부남(Park Punahm) 한국열린교육학회 2015 열린교육연구 Vol.23 No.1

본 연구는 초등교사용 학습자 기반 디지털 영어 동화 창작 교수 · 학습 모형을 개발하기 위해 수행되었다. 15명의 초등학교 예비교사들은 영어 의사소통 능력과 교수법을 향상시키기 위해 디지털 영어동화 부교재와 영어 활동을 만들어 방과후학교 초등 학생들에게 영어 동화 학습을 실시하였다. 예비교사들의 전문성 신장을 위해 영어 교재연구 ‘영어동화 창작과 교수법’ 강좌에서 예비교사들은 초등학생의 인지적수준에 맞는 창작 동화 교재 제작 수업을 진행하였다. 연구자는 예비교사들의 협동 기반 디지털 동화 창작에 대한 교수 모형개발을 위해 외국인 교수와 공동 수업 개발을 진행하며 정성적 연구를 실시하였다. 그리고 수업 참여관찰을 통해 연구자는 예비교사들의 동화 창작 과정을 비디오로 촬영해 예비교사들의 협동적 전문성 향상 과정을 분석하고 디지털 동화 창작 과정에 대한 면담을 실시하였다. 예비교사들은 영어 교수법 전문성 신장을 위해 창작한 영어교재를 방과후 학교 초등학생에게 스토리텔링 수업을 실시하기도 하였다. 연구 결과 예비교사들이 영어동화 창작을 통해 영어 실력이 향상되었고 자기주도적인 교사로 성장하는 것을 볼 수 있었다. 예비교사들은 의사소통 능력의 향상 뿐만 아니라 교육 현장에서 학생들의 흥미, 어려움, 영어 사용능력 등을 보면서 초등학생들을 이해하게 되고 미래 교사로서의 전문성을 신장 할 수 있었다. 이러한 연구는 협동기반 디지털 영어 동화 창작 수업을 하고자 하는 교사들과 연구자들에게 몇가지 교육적 시사점을 제시 할 수 있을 것이다. This paper aims to develop a model of English story-creating and teaching skills through the storytelling method. To enhance teaching skills and English communicative competence, 15 pre-service primary school teachers created English stories and related activities in a group by using the storytelling and story-creating method. After the story creation, the pre-service teachers tutored elementary students who enrolled in an after-school program using the created stories. Their communicative competence improved through the application of the story creating and teaching model. Creating English stories by collaborating in a group reduced the burden for creativity, improved their communicative competence and made them a more creative independent teacher. The model also made positive contributions to their understanding of students’ interests, difficulties and level of language competence in learning English. The effects of the model of story creating and teaching were fairly positive in developing teachers’professional skills. Based on the results of the study, some suggestions were made for implementing effective story creating and teaching for pre-service primary teachers to enhance their professional development.

예술플랫폼을 활용한 예술영어 통합 수업 모형 개발과 적용

박부남(Park, Punahm) 한국열린교육학회 2020 열린교육연구 Vol.28 No.2

본 연구는 예술학부 학생들의 예술작품을 활용한 예술과 영어를 통합한 영어 수업모형 적용의 효과를 분석한 것이다. 대학 교양프로그램의 일부로 예술대학 학생의 예술작품을 활용한 영어학습은 구글클래스룸과 교실 학습을 연계하여 예술작품 활동 과제를 발표하는 교실수업 Art English Communication에 적용하였다. 본 연구에서 구글플랫폼에서 예술작품을 전시하는 Art Communication 클래스가 제작되어 15주 동안 51명의 예술대학 학생들의 예술 관련 영어과제가 학습에 적용되었다. 예술플랫폼의 활용은 학생들의 예술적인 아이디어를 보여주고 소통하는 공간일 뿐만 아니라 영어학습 공간으로 이용되었다. 예술영어 수업에 참여한 학생들의 영어 의사소통능력 향상과 예술영어 이야기 창작 학습모형에 대한 동기 및 태도를 분석하고자 정량적이고 정성적인 연구방법을 사용하였다. 학생들의 영어 말하기와 쓰기 향상도 및 수업 태도의 변화는 사전과 사후 결과를 비교하였다. 예술플랫폼을 활용한 학생들의 예술영어 수업에 대한 반응을 알기 위해 면담을 시행하였고 교사의 과제 선정 및 수업 제작 과정은 교수 워크숍에서 함께 논의하여 실시하였다. 연구 결과 학생들의 의사소통능력은 말하기보다는 쓰기에서 통계적으로 유의미한 향상을 보여주었다. 학습 태도에 있어 흥미도, 참여도는 통계적으로 큰 변화는 없었지만, 학생들의 예술작품을 활용한 예술과 영어 통합학습에 대한 자신감 및 학습 동기의 신장을 보여주었다. 이러한 연구는 플랫폼을 활용한 교과목 내용 중심인 예술과 영어의 통합학습을 예술대학 학생을 위한 교양 학습에 적용해 보고자 하는 영어교수/학습 교육자들에게 교육적인 시사점을 제공할 수 있을 것이다. This paper aims to develop a learning model of arts and English integration through an art platform which is connected to the google classroom for improving 51 students English competence and showing their artworks. The researcher designed the art-related tasks and implemented the action research into an Art Communication class for a 15-week semester through the Google Classroom platform. Both quantitative and qualitative methods were used to investigate the students language improvement and learning attitudes. The t-pair method was used to analyze the language improvement (speaking and writing skills) and learning motivations were measured with pre and post questionnaires. For in-depth research, the students were interviewed and their responses to the Arts and English integration learning model were analyzed. The results of this study showed that there was a significant improvement for the students’ writing competence, but not for speaking. There were some positive changes in learning attitudes regarding confidence and motivation. The arts and English platform with the google classroom was used not only for practicing the students’ English but also showcasing the students’ various artworks. This study has some implications for those who want to implement Arts and English integrated learning in the EFL context.

과제중심 언어학습에 대한 대학생들의 인식과 태도:형태초점 과제와 형태 비초점 과제

박부남(Park, Punahm) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.4

This paper examines students’ attitudes to and perceptions of task-based learning in an EFL college setting. The assessment of ‘form-focused tasks versus unfocused tasks’ (Nunan, 2004) was based on a 12 week task-based English program designed to improve the students interaction and communication in English. To evaluate the effectiveness of the form-focused tasks and unfocused tasks in the EFL context, the author administrated surveys on the learner needs before the program, students’ attitude towards their learning, and measured student achievement both prior to and at the end of the program. For the in-depth analysis, the author interviewed a student focus group and a teacher focus group. The results showed that the program was effective in increasing students’ achievement scores and enhancing their confidence in communicating with native speakers. However, the attitude toward form-focused tasks and form-unfocused tasks was different according to the students language proficiency. It seems that task-based language learning and teaching requires specific alterations in instructional roles and student learning roles to make the task language learning successful for university students.

이공대 학생 중심의 누리영어 프로그램개발을 위한 요구 분석

박부남(Park Punahm) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.1

This research focuses on analyzing characteristics and needs of engineering students in an EFL context, which is designed as a preliminary study of content-based language instruction to develop NURI English model. For the purpose of this study, I conduct surveys and interviews on 147 engineering students to find out students’ needs and interests as well as 9 professors to recognize their notions of what language skills would benefit engineering students. The results of surveys and interviews strongly suggest the need to adopt a learner-centered level approach with which NURI English can incorporate communicative English for general and specific purposes in the field of engineering as well as TOEIC instruction. The results of this study also lead to an instructional parameter for NURI English program that requires for taking into account an instruction model of the integration of language and content for engineering students. The present study offers a few pedagogical implications for language educators who want to design a content-based language instruction model for engineering students in EFL contexts.

"영어로 강의하는 영문학"에 대한 교수와 학생의 인식 연구

박부남(Punahm Park),김태원(Tai-Won Kim) 한국영미문학교육학회 2008 영미문학교육 Vol.12 No.2

Often alinged with Conten-Based Instruction(CBI), Teaching English in English (TTE) has recently been promoted as an imporved method of teaching the languase, particularly at the college level. This paper takes up the issues of TEE which are involved in developing and conducting the curriculum of English department at the university level, especially teaching literature courses in English. The research aims to investigate perceptions and attitudes of professors and students towards TEE as well as to understand how TEE has been currently implemented through the curriculum of English departments. Two sets of questionaaires were administrated respectively to 116 students and 25 professors in Seoul and GyeongGi provinces. The results point out that there are substantial differences between professors and students have become content more with the improvement of their language skills than with their acquirement of knowledge on literature. Meanwhile, the professors seem to feel more burden for TEE class due to extra preparation time they have to spend. The students are rather positive about the use of English as an instructional media. These findings about perceptions and attitudes towards TEE are expected alert the administrators and professors to rethink and refrom the ways in which TEE has been implemented and conducted in EFL contexts for university students.