• The Korean Journal of Community Living Science
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• v.28 no.3
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• pp.429-446
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• 2017

The current study aims to identify factors associated with private tutoring of college students in Korea. For this purpose, this study used the Korean Education and Employment Panel survey, which contains items regarding whether or not college students receive private tutoring as well as the monthly costs of private lessons. The current study focuses on private English lessons due to the very low response rates of other types of private tutoring. For the analysis, the 5th wave of KEEP collected in 2008 was selected, and a Heckman selection model was employed, including three categories of variables: individual, school, and parent/household factors. The results have revealed that for the selection model (receiving private English tutoring or not), having received private lessons in high school, gender, and level of satisfaction regarding the respondent's current university were significant. In terms of the outcome model (cost for private English tutoring in college), university admission type (rolling vs. regular), living with parents, school type (4-yr university vs. others), being in debt to cover private lesson fees in high school, and monthly household income had significant effects. This article also discusses the results and implications for future research and policy makers.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.109-115
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• 2020

We aimed to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, we used the method of analyzing English textbooks because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed middle school English textbooks currently used in Korea. We analyzed nouns/pronouns related to cultures presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that Korea tried to introduce the diverse cultures from the world and promote Korean traditional cultures into the world. So the cultural policy of English education in Korea can be evaluated to be appropriate for cultivating Korea young learners with the cultural capabilities which are essential to be successful leaders in the globalized world.

• Proceedings of the KSPS conference
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• 2002.11a
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• pp.60-63
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• 2002

The purpose of this paper is to establish standard for selecting musical materials for teaching English pronunciation in elementary school. For this purpose, 110 songs of wee sings and the curricula of English and Music of elementary school are analyzed, and the results became the basis of establishing standards. Four standards are established and each standard divided into several steps according to the degree of complexity. And the degree of complexity of two songs are figured out to know the possibility of application.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.133-140
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• 2019

The purpose of this study is to examine the effects of English integrated instruction on the 6th grade Korean elementary students' English ability using science animation. Twenty-seven students took English integrated instruction before their regular class for 10 minutes while the other students took review activity instead of it. At first, the students were asked to take the sixth grade diagnostic evaluation sponsored by C office of education in 2018 as the pre-test and ten months later, they were asked to take the first grade diagnostic evaluation of middle school sponsored by C office of education in 2017 as the post-test. Results of the study showed that the English ability and the affective attitude of the students taking English integrated instruction were improved. These results suggest that English integrated instruction can contribute to the improvement of Korean elementary students' English ability.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.339-363
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• 2010

The purpose of this paper is to investigate how the English classes in secondary schools in Korea are in terms of communicative nature. After literature study, COLT parts A and B were used to analyze three kinds of English classes: a common class type taught by a school teacher who had won 1st prize at TEE contest, a team teaching class taught by NNS and NS, and a model class taught by a pre-service English teacher. Their communicative English classes were videotaped and transcribed for analysis by COLT. The results of the study revealed that students participated in the classes mostly as a unit and, therefore, did not get many meaningful chances to speak English. Second, creative language-use opportunities were barely found during classes. Third, the group work seemed to be prepared before the class, not to be done during the class. Therefore it is likely to be learned from memorization rather than meaningful communication. These results suggest English classes in schools be more communicatively oriented for successful English learning. Further study should be conducted in order to make English classes more communicative to help students communicate their genuine messages in English and to help teachers teach English efficiently.

• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• The Journal of the Korea Contents Association
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• v.7 no.5
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• pp.36-46
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• 2007

This paper presents an automated English scoring system designed to help non-native speakers of English, Korean-speaking learners in particular. The system is developed to help the 3rd grade students in junior high school improve their English grammar skills. Without human's efforts, the system identifies grammar errors in English sentences, provides feedback on the detected errors, and scores the sentences. Detecting grammar errors in the system requires implementing a special type of rules in addition to the rules to parse grammatical sentences. Error production rules are implemented to analyze ungrammatical sentences and recognize syntactic errors. The rules are collected from the junior high school textbooks and real student test data. By firing those rules, the errors are detected followed by setting corresponding error flags, and the system continues the parsing process without a failure. As the final step of the process, the system scores the student sentences based on the errors detected. The system is evaluated with real English test data produced by the students and the answers provided by human teachers.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.237-259
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• 2005

Secondary English Education in Korea is implemented according to the 7th National Curriculum. The 7th National English Curriculum pursues to achieve communicative competence considering individual differences. According to the research, using various multimedia in English education enhances English proficiency and allows effective individual-based learning. The purpose of this study is to investigate the implementation of applying multimedia in English education within the framework of the 7th National Curriculum. For this purpose, a questionnaire-based survey was conducted in 2005 with 145 secondary English teachers in Kyunggy Province. The results showed that multimedia was not integrated in English education effectively, and individual based-learning was not implemented effectively, either.

• English Language & Literature Teaching
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• v.10 no.2
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.