• 정보처리학회논문지A
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• 제10A권5호
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• pp.539-550
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• 2003

모바일 인터넷 서비스가 확대되면서 학생들의 사용도 증가하고 있다. 컨텐츠에 대한 처리 기술과 사용자 인터페이스의 발전으로 인해, 교육현장에서 광범위하게 사용되는 교육도구로 컴퓨터가 자리매김하고 있다. 제한된 교실 환경에성 컴퓨터를 활용한 영어교육은 학습자들에게 흥미를 유발하고, 의사소통능력의 신장을 유도하는 등의 장점이 있으나, 수준에 따른 개별학습과 상호작용 유도, 개인차를 고려한 평가 등을 수행하기 어려운 문제점이 있다. 본 논문에서는 이러한 장점을 극대화하고 단점을 보완하기 위해서 휴대 전화를 이용한 영어 학습 방안을 제안한다. 제안하는 시스템은 휴대전화의 제한성을 극복하고, 이에 적합한 컨텐츠를 활용하면서, 교사의 역할을 대신해 줄수 있는 지능형 교육 시스템을 도입하여 학습의 효과를 극대화 할수 있다. 본논문에서는 기존의 학습자 수준 추정 방법을 사용하고, 이에 더하여 학습자가 선호하는 교수 방법과 문항 배치 유형을 고려하여, 교사의 역할을 대신하여 피드백을 제공해 주는 모바일 영어 학습을 위한 지능형 교육 시스템의 전문가 모듈을 중심으로 설계 및 구현하였다. 이 시스템은 상호작용을 유도하여 학습 능률을 올리고, 교사의 역할을 효과적으로 대체할 수 있을 것이다.

• 영어어문교육
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• 제9권2호
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 하계종합학술대회 논문집 Ⅲ
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• pp.1681-1684
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• 2003

We propose the intelligent tutoring system for the mobile english learning. The proposed system is based on the item response theory to analyze the level of learner. We define the types of item, teaching method and item disposition according to contents modeling. The system estimates the learner level and it gives the learning contents, the evaluation results, and feedback. The system gives those by inference engine which consists of learner's level estimation value, method diagnostic value and disposition diagnostic value.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.98-105
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• 2022

This study's purpose is to suggest a pedagogical method based on using animated movie in liberal arts English classes and to examine the direction that using animated movie as learning material should take. To this end, in this study, the content understanding and expression concentration stages using animated movie are presented. After students learned in class through animated movie, two tests were conducted to investigate the change in learners' acquisition of English expressions. As a result, subjects' learning of English expressions showed a significant improvement over time. An open-ended questionnaire was also conducted to ascertain learners' satisfaction level and their perceptions of classes using animated movie, with learners' satisfaction found to be high overall (77.1%). Students identified the reasons for their high satisfaction rate as the following: "fun and a touching story", "beneficial composition of textbooks", "efficient teaching methods", "sympathetic topics", and "appropriate difficulty". When using video media in class, instructors should maximize and leverage the advantages of video media, which are rich both in context and in their linguistic aspects.

• Journal of Information Processing Systems
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• 제18권4호
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• pp.500-509
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• 2022

With the rapid development of educational informatization, teaching methods become diversified characteristics, but a large number of information data restrict the evaluation on teaching subject and object in terms of the effect of English education. Therefore, this study adopts the concept of incremental learning and eigenvalue interval algorithm to improve the weighted decision tree, and builds an English education effect evaluation model based on association rules. According to the results, the average accuracy of information classification of the improved decision tree algorithm is 96.18%, the classification error rate can be as low as 0.02%, and the anti-fitting performance is good. The classification error rate between the improved decision tree algorithm and the original decision tree does not exceed 1%. The proposed educational evaluation method can effectively provide early warning of academic situation analysis, and improve the teachers' professional skills in an accelerated manner and perfect the education system.

• 영어어문교육
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• 제12권3호
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• pp.187-210
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• 2006

This study aims to investigate the effects of the implementation of self-directed learning through the homepage between the teacher and the students for English reading classes. The study focuses on the questions of whether the self-directed learning through the homepage, compared to the teacher-centered learning, would enable a significantly positive change in the students' achievements and of what their responses to this new learning method are. 72 students were grouped into an experimental and a control group, and then each group was subdivided into three levels (high, medium, low) of proficiency. Findings demonstrate that the experimental group showed statistically more significant increases in their scores of reading proficiency test than the control group. For the question of students' responses to the learning experience, the three groups within the experimental group responded to a questionnaire survey with regard to the positive attitude of learning, the effectiveness of self-directed learning and its learning materials, and usability of the homepage. In general, the experimental group considered the experience satisfactory, although the degree of positive responses varied according to the proficiency level of the group. This suggests the importance and effectiveness of self-directed learning using the computer and internet as a supplementary learning tool.

• 공학교육연구
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• 제12권1호
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• pp.24-30
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• 2009

This experiment, on the method of teaching English for left brain dominated engineering college students, was carried out through two groups, the experimental group which was composed of the engineering college students and the controlled group. The experimental group undertook dictogloss tasks in English class during the period of eight weeks from July to August, 2008. As a result, the effect of learning on experimental group showed significantly being high compared to that of the controlled group in the TOEIC test, an English ability test. This means that dictogloss is an effective learning activity which can be used in English class for left brain dominated engineering college students, and more improvement in English ability can be expected when appropriate levels and durations to learners are applied.

• 한국콘텐츠학회논문지
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• 제14권4호
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• pp.480-490
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• 2014

본 연구에서는 예비 기독영어교사들이 전공봉사학습의 일환으로 서울 소재 두 교회의 주일학교 중학생들을 대상으로 개발한 영어성경학습 교재를 실제 교육상황에 적용해 본 후, 예비 영어교사들의 교재개발 과정에 대한 인식과 주일학교 교사들의 교재에 대한 인식이 어떠한지를 살펴보고자 하였다. 본 연구에는 영어성경학습 교재 개발 과정이 단계별로 기술되어 있다. 본 연구의 자료 분석을 위해 예비 영어교사들과 주일학교 교사들과의 심층 인터뷰를 실시하였다. 인터뷰 내용은 녹음하여 전사하였고 내용분석 방법을 통해 분석하였다. 연구 결과, 예비 영어교사들의 영어성경학습 교재 개발 경험을 통한 전공봉사학습이 전공 전문성 향상은 물론 교회를 돕는 보람과 만족감을 갖게 한 것으로 나타났다. 성경학습 교재 내에서 성경교육과 영어교육 목표 사이의 균형을 이루는 것은 예비 영어교사들과 교재를 사용해 본 주일학교 교사들 모두에게 어려운 점으로 드러났다. 마지막으로, 주일학교 교사들은 교재 내의 학습활동들의 연계가 자연스럽지 못한 점을 한계로 인식하였으나, 교재의 소재가 학생들의 실생활과 밀접하게 연관되어 있는 점은 긍정적으로 인식하고 있었다.

• 영어어문교육
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• 제12권4호
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• 영어어문교육
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• 제12권3호
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• pp.79-98
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• 2006

As one way of changing a teacher-fronted, grammar-based reading class into a meaningful, fun-creating one, this paper compared teacher- fronted reading with student-centered reading framed upon cooperative learning. In a study in which each type of reading method was conducted for college students in an EFL reading course for a period of one semester, data were gathered via questionnaires. The results showed that though each type of reading instruction came with its own strengths and weaknesses, student-centered reading instruction was preferred for various reasons. Most important, through an active participation in cooperative work, subjects were motivated and interested in L2 reading much, were exposed to various reading strategies and skills, and practiced them in a friendly, low-anxiety learning climate.