• 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.

• 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.

• Korean Educational Research Journal
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• v.41 no.2
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• pp.1-23
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• 2020

The purpose of this study is to investigate the relationship between physical fitness factors and academic achievement among high school students. As a research method, cardiopulmonary endurance, flexibility, muscular strength, muscular endurance, quickness, BMI index, and academic achievement of high school students were measured for 641 male and female high school students in 2014 and 2017. The results of this study show that cardiopulmonary endurance is correlated with cardiopulmonary endurance factors (p<0.05), cardiopulmonary endurance is correlated with flexibility and quickness (p<0.05), and flexibility is correlated with academic achievement (p<0.01). Muscle strength was correlated with quickness and body fat (p<0.05), and muscle endurance was correlated with muscle strength, quickness, and BMI (p<0.05), and correlation between quickness (p<0.01), and there was a correlation between academic achievement (p<0.01). The conclusion of this study is that developing and implementing a more effective physical fitness program can contribute to the academic achievement and physical fitness of domestic high school students because various physical activities have a positive relationship with academic achievement in addition to physical fitness.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.85-90
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• 2018

The purpose of this study is to analyze the effect of flipped learning strategy, which is an online offline convergence learning strategy becoming a hot issue, on students' learning styles..Ultimately, the goal is to analyze the academic achievements and learning attitudes by applying the flipped learning strategy considering the preferred learning styles of Korean students. By assuming that Korean students are accustomed to traditional lecture class, it is assumed that the students would have difficulty in applying the flipped learning strategy which involves information gathering and problem solving through discussion. In order to analyze whether the application of flipped learning strategy is effective, it is necessary to identify students' preferred learning style and to develop appropriate teaching strategies accordingly.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.11
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• pp.345-350
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• 2020

Based on the analysis of physical and learning characteristics and requirements of the silver generation, a video English dictionary was developed and evaluated as English learning contents. The video English dictionary was developed using OCR as an input method and video as an output method, and 17 silver generations were evaluated for academic achievement, learning satisfaction, and ease of use. As a result of the analysis, both the text English dictionary and the video English dictionary showed high learning satisfaction, but the video English dictionary showed higher results than the text English dictionary in an academic achievement and ease of use.

• Korean Journal of Comparative Education
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• v.23 no.5
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• pp.1-18
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• 2013

Self-theories regarding general intelligence and English ability were measured from two countries (Korea and Pakistan) and their relationships with self-reported overall academic achievement and English language achievement were examined. No significant mean differences between the two countries were found regarding college students' self-theories. There were significant mean differences in overall academic achievement and English achievement between the two countries. Both the overall academic achievement and English achievement were significantly correlated with various self-theories while taking both samples together. Achievement measures were predicted by self-theories of general intelligence and English language ability. The current study highlighted the relationship between self-theories about general intelligence and English language ability and their relationship with self-reported achievement in two cultural contexts. This research also introduced new instruments to measure self-theories that can be used in studying self-theories in different domains.

• 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.

• Journal of Labour Economics
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• v.38 no.4
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• pp.31-56
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• 2015

This study compares the relative effectiveness of private tutoring and self-directed learning on the formation of cognitive (academic achievement on Korean, math, and English) and noncognitive skills (friendship, self esteem, creative personality, and motivation) of primary and secondary school students in Seoul. The results show that private tutoring has positive but diminishing effects on cognitive skill formation with no effects on noncognitive skill formation, while self-directed learning has positive effects on both cognitive and noncognitive skill formation.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• 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.