• Journal of Digital Convergence
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• v.11 no.10
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• pp.719-730
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• 2013

The English Conversation class as a required course in S university is designed as blended learning to reinforce English education. To identify the influence of this blended learning on its students' achievement, the research about what variables are related with it was conducted. Data analysis indicates that gender, major, military service, overseas stay, face-to-face attendance, quiz, and online attendance have an effect on the student achievement. However, the students' style of online learning--study place, study time, and study frequency--doesn't have any relationship with their achievement. Their satisfaction with the online study was questioned in the three areas such as instructor, contents, and system, among which only the 'system' area has an influence on their achievement.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.549-553
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• 2014

This study is a report of an intensive ESP(English for Specific Purposes) program conducted for the College of Economic students in Korean University. This is planned for the students to enhance their English achievement in comprehending the subject contents which they would learn in the near future. In order to determine whether the course helped the students enhance their English achievement or not, a pre and post test were taken, one at the beginning of the semester and the other at the end of semester. The result of the test shows that this program benefits relevant students, especially lower level students. In accordance with a general accepted view, the English for Specific Purposes(ESP) program is generally targeted for students who expect to learn the basic knowledge of English through mediated courses. Since students already have specific purpose of studying for their major courses, their motivation and interest in the course are higher than the students who don't have any specific purpose. Therefore, this study shows that the students who took English for Specific Purposes(ESP) had higher motivation and interest to study English related to their major courses as the test results were higher than before they had taken the English for Specific Purposes (ESP) program.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.51-57
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• 2022

The purpose of this study is to explore the future direction of university liberal arts classes at a time when many educational institutions have returned to face-to-face instruction as social distancing related to COVID-19 has been eliminated. A survey was conducted with 187 college students who took a liberal arts class that included a combination of online and in-person classes. The results found that learners were generally satisfied with remote learning (87.8%). The reasons for this high level of satisfaction included sufficient comprehension of class content, systematic class progress, and the efficiency and convenience of learning in a remote environment. Satisfaction levels for in-person classes (66%) were relatively lower than those for remote classes, and this is reflected in the preference for class type. Among wholly in-person, wholly remote, and a combination of both, it was found that learners preferred remote classes the most (54.4%). When conducting in-person classes, instructors must devise a class plan that incorporates the advantages of online remote classes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.267-272
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• 2021

This study's purpose is to investigate the effects of reading movie scripts aloud in non-face-to-face general English courses on international students' English ability in the COVID-19 era. A general English class was delivered once a week for 15 weeks to 47 international students at a Seoul-based university. The animated movie Tangled and its script were used as learning materials. Biweekly, students had to watch video lectures using the university's learning management system(LMS) and read scripts aloud through Zoom. In the video lectures, the teacher went over specific vocabulary and interpreted the movie scripts in easy Korean. For the second activity through Zoom, international students read the movie script aloud individually and in groups. The post-test revealed significant improvements in both reading and writing, as compared to the pre-test. Through the study's survey, participants exhibited positive attitudes in affective domains(understanding, satisfaction, interest, and recommendation).

• Journal of the Korea Convergence Society
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• v.10 no.4
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• pp.73-80
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• 2019

The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.616-623
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• 2017

The purpose of this study is to examine satisfaction with liberal education at H university. In particular, the study is interested in students' and satisfaction with the courses of and , compulsory liberal studies. As a result of analysis, students were most satisfied with 'the percentage of liberal studies credits', being followed by 'the number of students per liberal studies class' and 'the systemicity of curriculum.' The survey also showed that, in and , students were highly satisfied with 'chance for communication with native faculty, improvement of ral expression skills' and 'improvement of orthography and grammar skill and so on. With regard to items whose satisfaction were low, the survey showed that there was the lack of connectivity between liberal studies and employment in 3 categories in common. Therefore, a direction toward enhancement of efficiency in connection with career center and the like was required in addition to establishing, developing and specifying employment category in liberal studies.

• Korean Security Journal
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• no.15
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• pp.51-72
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• 2008

This study is aimed at looking into the security English ability status and progress plan of security related department students. The status was captured through a questionnaire survey to English proficiency and simple tests on security knowledge. Current status to general English and security English ability was indicated very low and unsatisfactory as a whole, through which individuals and students perceived their need of positive effort. The security personnel for domestic figures and VIPs need to have English communication ability as an international ability, and the security related department students have to improve English communication ability during their college course for smooth post-graduation employment and career preparation. General English ability should be bettered through the diversity of cultural English programs, and systematic learning and effort needed for equipment of ability on specialized security ability, for this, compilation of security English curricula encouraged by each college. It is expected that significance and perception of security English would be conscious and progressive in Korean security related departments, by which more security personnel with international qualifications and abilities would be produced.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.35-42
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• 2021

The college English teaching-learning model in this study is intended to effectively apply dictogloss activities to enhance competencies such as communication, self-directedness, and cooperation by upgrading the utilization of various online platform functions. Dictogloss is a language teaching and learning activity that combines four functions (listening, speaking, reading, and writing) of communication. College English classes in this study focus on communication-oriented integrated English education. In this study, the teaching and learning is an online-based English integrated teaching-learning method based on constructivism theory. The model presented the roles of learners and teachers according to the seven procedures.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.159-166
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• 2021

The introduction of the communicative approach in the English language education brings in a Korean the English Program in Korea (EPIK), which is a Korean government sponsored program established 1995. by the Korean Ministry of Education improve Korean students' and teachers' communicative competency in English within the public school system in Korea. For this goal, EPIK invites English speakers from 7 major English-speaking countries. However, the effectiveness of this program has been questioned in Korea. Thus, the objective of this paper is to explore the current status, problems, and the directions for the program to be aimed at, and for the effectiveness of EPIK through investigation of the program. Then this paper presents some possible solutions and suggestions including the possibility of VR use in orientation and training programs in order to empower both Korean teachers of English and English native teachers in Korea.