• English Language & Literature Teaching
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• v.17 no.4
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• pp.395-411
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• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• English Language & Literature Teaching
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• no.4
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• pp.131-178
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• 1998

English teaching in the elementary school of Korea had been put into practice as an extracurricular activity from 1982 till 1996. But a TEFL program as a regular course in the elementary school of Korea has been practiced since 1997, according to the language policy to establish early English education in all the elementary schools of Korea. The purpose of this study is to identify the current state of English teaching in the elementary school of Korea, to investigate its problems and to suggest some remedies for its improvement. For this purpose this study includes the analysis and result of the survey. The survey result points out that English teaching in the elementary school of Korea is not satisfactory and has some problems in many fields. In this connection the present study suggests some remedies for the improvement of English teaching in the elementary school of Korea.

• Journal for History of Mathematics
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• v.20 no.1
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• pp.83-102
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• 2007

A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.31-40
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• 2009

English education taken with native English speakers is very effective, but it is hard to obtain English education with native English speakers in rural schools. In this study, therefore, we supported English education with on-line content and video conferencing with native English speakers. This study worked with one hundred fifty students from six elementary and middle schools equally distributed by city size over three months. This study performed experimental research by T-test comparing of pre- and post-tests of the hybrid model. In our results, the upper group showed greater improvement in understanding while the lower group showed more improvement in writing. In addition, the lower group showed more improvement than the upper group in overall English accomplishment.

• MALSORI
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• no.52
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• pp.61-84
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• 2004

This study investigates the Korean native speakers' English liquid perception and production. Perception and production experiments were each conducted twice before and after a short period of explicit learning process of phonetic characteristics of English liquids. The results showed that correlation between perception and production varied depending on factors. In both perception and production, word-final position was the most difficult, and cluster position was the easiest. A considerable improvement was observed in word-initial and medial positions in production, whereas no improvement was achieved in word-final position, especially in production. This study is also concerned with the formant structures of Korean native speakers' production of English liquids in order to see what acoustic features are highly correlated with Korean native speakers' production accuracy of English liquids. The results showed that F2 did not show a high correlation while F3 was a strong correlate of the production accuracy.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.117-138
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• 2006

The purpose of this study is to increase students' interest in the subject of English, which has been led by some mannerism, and to improve the students' basic scholastic ability and self-controlled problem solving, through adopting an individualized Web Based Instruction(WBI) as a concrete and practical learning method. In order to achieve this, an individualized Web Based Instruction(WBI) homepage has been developed to be applied experimentally to the field of middle school education for 8 months, and a research has been made on its effects on the students' interest in English along with the improvement of English. Two groups which showed almost the same interest were selected as a controlled group and an experimental one. Individualized Web Based Instruction was applied to the experimental group, while the controlled group was not instructed according to student ability. The controlled group was taught using CD added with the textbook. As a result of T-test, the students in the experimental group showed more improvement in communicative competence than those in the controlled group.

• English Language & Literature Teaching
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• v.12 no.4
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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.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.257-286
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• 2006

This paper investigates the effects of small group collaborative transcription activities on the improvement of university students' English listening ability. Based on the results of pre-tests, a class of 42 students was subdivided into 11 small homogeneous groups of three to four students. Each group was provided with 7 different news items to be transcribed. Means were compared between pre-test and post-test scores, followed by comparison of transcription errors in content and function words. Finally, students' perception and attitudes about the use of small group transcription for improving listening skills were qualitatively analysed and compared with pre- and post test results. It was found that post test scores highly correlated with improvement of listening ability. It was also found that groups of high degree of collaboration showed improvement in listening ability while lack of collaboration contributed to loss of interests in listening. Students who see process more important were found to make more contribution to the group success than those who place more emphasis on the results.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.2
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• pp.127-136
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• 2020

This paper presents an environment for rule-based English-Korean machine translation system, which supports the translation domain adaptation and the continuous translation quality improvement. For the purposes, corpus is essential, from which necessary information for translation will be acquired. The environment consists of a corpus construction part and a translation knowledge extraction part. The corpus construction part crawls news articles from some newspaper sites. The extraction part builds the translation knowledge such as newly-created words, compound words, collocation information, distributional word representations, and so on. For the translation domain adaption, the corpus for the domain should be built and the translation knowledge should be constructed from the corpus. For the continuous improvement, corpus needs to be continuously expanded and the translation knowledge should be enhanced from the expanded corpus. The proposed web-based environment is expected to facilitate the tasks of domain adaptation and translation system improvement.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.139-166
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• 2005

The aim of this study was to examine the effects of remedial instruction on self-efficacy improvement in elementary school students with low self-efficacy, which may have been formed through negative experience with learning such as poor performance and poor grades. Nine 6th grade students with low self-efficacy were selected for the present study. A remedial class was set up and instruction was given once a week for 14 weeks. The purpose of the remedial class was to give the students a positive experience with English learning and have students reflect on their achievement. The contents and class activities were adjusted to the subjects' English abilities and also closely related to those of the regular classes so that students could have more confidence during regular English classes. The data were collected from a test of self-efficacy in English learning, achievement tests given before and after the experiment, achievement tests after each lesson, a general self-efficacy test, a basic questionnaire, interviews, journals, and students' self-evaluation. The results showed that the remedial instruction was very successful in providing students with a sense of achievement and improving students' self-efficacy in English learning. However, this study failed to find significant improvement in general self-efficacy tests and achievement tests given before and after the experiments. A longer period of remedial instruction may have been necessary to obtain more concrete results from the variety of data collected.