• Journal of Engineering Education Research
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• v.14 no.6
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• pp.16-23
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• 2011

As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.253-273
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• 2007

This study explores issues on how students' variables are related to their educational achievement in English subject. The National Assessment of Educational Achievement (NAEA) is conduced every year to measure educational progress and achievement, and to monitor the quality of education at the national level and appropriateness of the national curriculum. It also serves the purpose to collect background information affecting educational achievement. The background information is gathered by using questionnaires for students, teachers and school administrators. Among the student variables in the national level educational achievement assessment is self-regulated learning, which is composed of self-efficacy, self-control and learning strategy. In the NAEA in 2005 it was found that the features of self-regulated learning were significantly correlated to test scores in English. The findings from the analysis of the trends of the relationships between test scores in English and information on students' self-regulated learning provide implications for the national curriculum as well as for learning and teaching.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.89-112
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• 2001

The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.1-8
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• 2019

The purpose of this study is (1) to present a model for Capstone design class in English education, and (2) to recognize students' performance and perceptions about Capstone design class in English education. The participants were senior students majoring in English education. The Capstone design class model was developed, applied, and evaluated after changing 'English-American Culture' subject to 'Capstone Design for English-American Culture Education.' In this study, the class design, performance procedures, derived topics, and examples of performance outcomes were presented. The classes were also evaluated through an understanding evaluation of English-American culture, task performance and final outcome evaluation, a descriptive satisfaction assessment of students, a lecture evaluation, and a teacher's self-reflection assessment. As the result, the average score of a class that applies Capstone design was higher than that of a class that does not apply the Capstone design. There were many positive opinions regarding the Capstone design class. In addition, the teacher's self-reflection indicated that students should be exposed to such design from the beginning.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.514-517
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• 2021

The purpose of this study is to discover the occupational identity by examining the narrative of the life of a vocational training teacher with self-esteem in programming fields. The following six types of occupational identity were found: 'a positive image of a vocational training teacher(fits oneself)', 'I feel proud of myself while doing vocational training activities.', 'a teacher who continues to develop him/herself as an expert in the subject class', 'a teacher who immerses him/herself as an expert on student change and growth', 'a teacher engaged in leading activities to create opportunities for vocational training', and 'a teacher of continuous pursuit'. This study has significance in exploring the structure of occupational identity recognition and experience of its formation of a self-esteemed vocational training teacher in programming fields, which have not been studied.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.1008-1018
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• 2014

The purpose of this study is to investigate whether there are differences in academic self-efficacy and test anxiety between two groups(depending on gender and English achievement levels) of Korean middle school students. The subjects are 98 students who are 36 male and 62 female students. Two Questionnaires were administered to measure the learners' academic self-efficacy and test anxiety level. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in academic self-efficacy and test anxiety between two(male-female) groups. But there were no differences statistically in academic self-efficacy and test anxiety between two(high level-low level) groups. Further studies need to be conducted carefully considering the limitations of this study in terms of its instruments and subjects. Also the differences in other affective variables between two groups need to be studied in the future.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.630-638
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• 2015

This study examines university students' reading strategies based on English proficiency and reading anxiety. A total of 86 university students participated in the study and completed two questionnaires related to reading strategies[9] and reading anxiety[10]. The collected data was quantitatively analyzed using SPSS 21. The results indicated that advanced and intermediate students preferred to use Problem Solving Strategies(PROB), whereas beginning level readers tended to use and Global Reading strategies(GLOB). There was no significant relationship between reading anxiety and reading strategies. However, there were some differences between two groups. High anxiety students preferred to use reading materials and textual clues and try to focus on their reading when they have a difficulty. Low anxiety students tended to adjust reading pace and try to focus on comprehension and reread when they lost their focus. Based on the results of the study, several implications and limitations were discussed.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.37-45
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• 2018

The purpose of this study was to understand language learning strategies use, language learning beliefs, and listening achievement of Korean EFL learners. The participants was sixty-nine university students who enrolled in blended learning classes for English listening. Data was collected and analyzed to see if there were any differences in strategies and beliefs between students who improved their listening test score and those who did not. The results showed that students showing improvement at the post-test used more language learning strategies and had a high level of motivation. Statistically significant correlation was found between motivation and strategies such as cognitive and meta-cognitive strategies.