• Journal of Engineering Education Research
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• v.16 no.4
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• pp.15-20
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• 2013

The result of the English test for freshmen showed wide difference in the ability of students, which means the graded class is strongly required. This paper describes the case study about the graded English class that was carried out for the freshman. Every freshman must take an English placement test from problems bank and were classified according to the result of the test. In order to resolve the dissatisfaction of the high level students, the statutes of my university for credit were modified. In order to analyze the effect of the graded class, evaluation test using similar problems was carried out at the end of the semester. The effect of the graded class was analyzed by using the paired samples t-test method and there was a meaningful performance improvement at the average score. Additional improvements in the method of classification and credit granted were made by analyzing the results of the evaluation test and survey.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.57-71
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• 2011

The purpose of this study is to investigate the possibility of the use of reading aloud as a way of teaching English reading in a formal college-level English reading classroom. The study tried to examine the effects of reading aloud on the development of English reading ability in terms of comprehension and speed and the students' perceptions of the use of reading aloud in an English reading classroom. The participants of the study were 36 third year students at a college. The results of the cloze test and reading speed test showed that reading aloud had a positive effect on the improvement of English reading ability. The students received higher scores in the cloze test after the course and read a text faster than before the course. The analysis of the course evaluation questionnaire indicated that the students in the study showed positive attitudes toward the use of reading aloud in an English reading classroom. Most of the students reported that reading aloud was an effective way of improving their English reading comprehension and speed. However, the students were not fully satisfied with the reading materials used in the study. The results of the present study indicated that reading aloud may be incorporated into a formal English reading classroom effectively.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.129-153
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• 2007

When English language teachers are deciding on their priorities for teaching pronunciation, it is imperative to know what kind of differences and errors are most likely to interfere with communication, and what special problems particular first-language speakers will have with English pronunciation. In other words, phoneme discrimination skill is an integral part of speech processing for the EFL learners' learning to converse in English. Training using sound visualization technique can be effective in improving second language learners' perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects' ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. In comparison with an untrained control group, trainees showed improved perceptual and productive performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction.

• International Journal of Contents
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• v.18 no.3
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• pp.1-10
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• 2022

The advancement of Internet technologies has provided a new and effective way to cultivate international talents. To investigate the effect of native English teachers' online synchronous classes on Chinese primary school students' oral English improvement, an 18-month quasi-experimental study was conducted on 300 primary school students in China. The experiment and control groups were provided biweekly synchronous online classes with native and non-native English teachers. SPSS was used to conduct Paired Sample T-Tests and analyze performance differentials. The results showed that online classes taught by native English teachers perform better than non-native English teachers in three areas: vocabulary accuracy, average sentence length, and phonological intonation.

• International Journal of Knowledge Content Development & Technology
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• v.10 no.4
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• pp.7-27
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• 2020

With accommodation of a population of many young people and families due to Hangang River New Town Housing Project and development of railway station spheres, a need is increasing to improve the quality of public libraries service for Gimpo citizens and to establish more libraries. This study thus analyzed the book lending data of Gimpo City libraries, and the city's libraries-related social media big data in an effort to forecast the users, and thus to propose four library service improvement measures. First, in terms of book gathering and book development policy plans, a proposal was made to expand good books for children and youth, and to expand general original-language books related to learning of English, and English books for children. Second, in terms of the establishment of additional libraries or specialization strategy, a proposal was made to establish exclusive children's libraries or English libraries, and to establish library specialization strategy with a focus on children and English themes. Third, in terms of library culture programs, a proposal was made to provide library culture programs in relation to children education and to expand weekend library culture programs. Fourth, in terms of library facilities, considering the convenience of parking facilities, a proposal was made to establish libraries near apartment complexes.

• English Language & Literature Teaching
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• v.9 no.2
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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.

• MALSORI
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• no.60
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• pp.47-66
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• 2006

This study examined the effect of English-language experience on Korean- and Japanese-English late learners' production of English unstressed vowels in terms of four acoustic phonetic features: F0, duration, intensity and vowel reduction. The learners manifested some improvement with experience. The native-like attainment of a phonetic feature, however, was related to the phonological status of that feature in the speakers' native language. The results suggest that the extent to which the non-native speakers' production of English unstressed vowels improved with English-language experience varied as a function of their native language background.

• International Journal of Contents
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• v.17 no.2
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• pp.65-76
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• 2021

The aim of this study was to explore the use of Google Classroom as a learning management system for College English. The study targeted 34 university students. They took part in various activities, such as writing reactions to video lectures, peer-editing essays, and recording video presentations, et cetera. For the study, a t-test was conducted to evaluate the English development of the students. The two essays that each student wrote were used as the data sources. The result (t=-5.854, p=.000) indicated an improvement in their English writing proficiency. In addition, a survey was conducted to gather students' feedback regarding their perceptions towards the course. The study covered five aspects of their experience: Google Classroom, language development, Quizlet, classroom experience, and essay-writing experience. From the results, students indicated a positive response to the program. The use of Google Classroom in an online learning setting accomplishes two things; it helped the students in the development of their English proficiency, and provided activities that students find interesting, which in turn stimulates their self-learning spirit.

• Phonetics and Speech Sciences
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• v.1 no.4
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• pp.11-15
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• 2009

The aim of this study was to identify production difficulties of Korean learners of English in their articulation of English bilabial stops /p, b/ and labiodental fricatives /f, v/. Sixty non-sense syllables and twelve words were produced three times by nine graduate students. Test scores were measured from the score board made by FluSpeak, a speech training software program, which was designed for English pronunciation practice and improvement. Results show that 1) the subjects had lower scores in producing /p, b/ than /f, v/ from all positions, and 2) subjects had lower scores in medial (inter-vocalic) position than in initial (pre-vocalic) position and in final (post-vocalic) position when they produced /p/, /b/, /f/, and /v/. The results suggest that on the whole, Korean learners of English have much difficulty in producing /b/ and that they also have more articulatory problems in intervocalic than in the other positions when they produce these bilabial stops and labiodental fricatives.