• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.9
• /
• pp.3959-3966
• /
• 2011

The purpose of this study was to investigate the effect of self-regulated learning ability on English learning achievement. A survey was conducted to the students majoring different fields of study in order to measure their self-regulated learning ability from March 10, 2010 to June 10, 2010. The result indicates a strong correlation between students' English achievement and self-regulated learning factors such as cognitive, affective, and behavior regulation. The results revealed that instructional, and training interventions should be needed to have significant goal-orientation, to maintain motivation, and to have self confidence from On-line and Off-line blended teaching for the successful English learning.

• Cross-Cultural Studies
• /
• v.48
• /
• pp.223-252
• /
• 2017

This study explores effects of two types of chatbots - voice-based and text-based - on Korean EFL learners' speaking competence and learner perception. Participants were 80 freshmen students taking an English-speaking class at a university in Korea. They were divided into two experimental groups at random. During the sixteen-week experimental period, participants engaged in 10 chat sessions with the two different types of chatbots. To take a close examination of effects on the improvement of speaking competence, they took the TOEIC speaking test as pre- and post-tests. Structured questionnaire-based surveys were conducted before and after treatment to determine if there are changes in perception. Findings reveal two chatbots effectively contribute to improvement of speaking competence among EFL learners. Particularly, the voice-based chatbot was as effective as the text-based chatbot. An analysis of survey results indicates perception of chatbot-assisted language learning changed positively over time. In particular, most participants preferred voice-based chatbot over text-based chatbot. This study provides insight on the use of chatbots in EFL learning, suggesting that EFL teachers should integrate chatbot technology in their classrooms.

• Journal of Digital Convergence
• /
• v.19 no.1
• /
• pp.51-58
• /
• 2021

The purpose of the study is to examine online grammar checkers and suggest when they could be used in English writing classes. The study was conducted in the second semester of 2019 at D University in Chungcheong-do, with a total of 35 first-year students participating in the study. For data collection, pre and post grammar tests, questionnaires, and learning journals were collected and analyzed. The results of this study are as follows. First, based on the results of the English grammar test, the online grammar checker was found to be effective in English writing class. Second, students judged whether accepting or not rather than accepting feedback provided by online grammar checker. Third, among the feedback provided by the online grammar checker, the order of (in)definite article, preposition, punctuation, verb number, and noun number were found. The several implications and limitations of this study are discussed.

• The Journal of the Korea Contents Association
• /
• v.21 no.3
• /
• pp.740-751
• /
• 2021

To overcome the drawbacks of existing classes, this study developed a liberal arts education class model based on online-collaborative learning under the cloud based class environment. That will be the comprehensive model for classics reading, discussion education and foreign language education. This study started from the need of developing the college classes for embodying the collective intelligence. This course must be effective to maximize the educational effects and mutually interdisciplinary progress. Therefore, the offer of the applicable model will be able to establish collective intelligence and extend the educational effects. This study presented the proposed comprehensive model effects as follows: 1) this comprehensive model could create the learning environment so that individual intelligence may be converged into collective intelligence. 2) regarding their intellectual inquiry and the contents of thought, this model could activate the learners' participation in the discussion by mutually exchanging the feedbacks between teacher-learner and learner-learner. 3) cloud based online-collaborative learning environment could reduce learners' affective burden and overcome the drawback of offering the offline limited data. Thus, given these results, this model can be expected to allow us to draw the positive results in overall education fields along with liberal arts education, discussion education and foreign language education.

• Journal of Digital Convergence
• /
• v.17 no.8
• /
• pp.37-46
• /
• 2019

The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.

• Journal of the Korea Convergence Society
• /
• v.10 no.2
• /
• pp.83-88
• /
• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.

• Journal of the Korea Convergence Society
• /
• v.13 no.3
• /
• pp.239-253
• /
• 2022

The purpose of this study is to have college students who took 'University Character Education Using YouTube Videos', which was opened as a liberal arts course in college, directly produce UCC assignments with the theme of personality. Despite the recent paradigm shift in learner-centered education, teacher-centered education still hinders learners' motivation to participate in classes. To solve this problem, a learner-led UCC production process is necessary for the practice of effective learner-centered education. For this purpose, a phenomenological research method was applied. The research participants were 10 students, in-depth interview was used for data collection, and Colaizzi's research method was selected for data analysis. As a result of the analysis, 9 themes, 4 theme clusters, and 2 categories were derived. The results are as follows. First, they recognized that the UCC assignments were a field of maturity, such as practicing the right thoughts and actions, and re-establishing the concept of character. Second, they said that the UCC production process was an opportunity to increase their self-esteem. Third, they showed a more mature personality by recognizing that the UCC assignments became a chance to pay attention to others beyond themselves. Fourth, they had the greatest difficulty in selecting a topic while carrying out the UCC project, and they were experiencing the limitations of high-quality projects due to the technical immaturity of UCC production. Finally, this study was concluded by discussing the educational implications based on the results. These results provide a suggestion that more effective character education can be expected when tasks led by learners will be developed and an interactive arena where students can be shared are provided.

• The Journal of the Korea Contents Association
• /
• v.6 no.2
• /
• pp.146-153
• /
• 2006

The purpose of this study is to research the process of Korean students' acquiring the indefinite article. To research this , we will propose two subjects of study as below. The first subject is that we will examine whether there will be any differences of the acquisition in the indefinite article between gender, male and female. The second subject is that we will examine whether there are any differences of the acquisition by the degree of proficiency at English. The subject of a sample survey was 115 female and 80 male students, total 195 students, who take English courses as a required subject at 'C' university in Gwangju. The necessary data for this study was obtained by the Questionnaires with 19 questions about the indefinite article. The data analyzing method was ANOVA(analysis of variance between groups) through the statistics program SPSS 12.0. As a consequences of this study we found that the side of the acquisition in the indefinite article between gender, male and female is closely related in the data result of the questions and the side of the acquisition by the level of proficiency at English has the meaningful data result of 14 questions at the questionaries.

• (The)Korea Educational Review
• /
• v.23 no.4
• /
• pp.79-99
• /
• 2017

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous related-research and conducting interviews and pilot study. Using our survey questions, on- and off-line survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student's course selecting standards consist of five factors including 'convenience in learning', 'characteristics of instructors', 'practicality of courses', 'expectations of and interests in learning', and 'external factors.' With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, 'convenience in learning' was most considered among five factors, followed by 'expectations of and interests in learning', 'external factors', 'characteristics of instructors' and 'practicality of courses.' On the other hand, 'characteristics of instructors' was the highest consideration of college students when selecting courses in Major subjects, followed by 'convenience in learning', 'expectations of and interests in learning', 'external factors' and 'practicality of courses.' This study examined what standards affect college student's course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education.

• The Journal of the Korea Contents Association
• /
• v.21 no.5
• /
• pp.338-348
• /
• 2021

This study aims to find out whether the extra-curricular programs of English Lounge, an English-only zone operated by H University, have contributed to the improvement of participants' global competency. For this purpose, pre and post course surveys were conducted on 156 students taking classes at English Lounge in the second semester of 2020. Paired t-test was run on the responses of the pre and post-questionnaire to identify any differences in global competency of the students before and after taking the classes. The results show that the English Lounge programs have significantly contributed to the improvement of students' global competency. The programs have had a different impact on enhancing participants' global competencies and Group Speak is found to have the greatest impact on global competency improvement. In case of Virtual Exchange, students' global competency has improved the most though the results are not statistically meaningful due to not enough sample size. For the differences in effectiveness of the four types of Open Activity, significant results are not obtained due to insufficient sample numbers. This study is expected lead to the development of various types of English Lounge programs that can contribute to enhancing global competency of students.