• Culinary science and hospitality research
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• v.14 no.2
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• pp.73-85
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• 2008

This study is based on an empirical study on consequences of emotions and emotional labor in the food-service industry. It analyzed the effect of emotional labor on emotions of emotional laborers and the effect of emotional labor on communication skills. Data used for analysis were collected through the questionnaire surveyed on the various samples including employees of family restaurants, Korean restaurants, Chinese restaurants, Japanese restaurants, etc. The result of data analysis indicated that only the efforts for emotional expressions among the factors influenced affirmative emotion(P-value=0.042). It also showed that the factor of the efforts for emotional expressions by researchers had a positive effect on both language communication skills and non-language communication skills(P-value=0.000). This study was valuable in the aspect that emotions and communication skills were first selected as dependent variables of emotional labor and it verified causality between emotional labor and these variables. However, it also has some limitations that its sample size was small and it depended on convenience sampling.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.449-456
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• 2012

The college students who have relatively weak academic background feel more difficult in learning programming language grammars and programming skills in introductory course. At the end of semester, most of students had the negative attitude to programming and only a few students could write the programs for the given problems because they spent most of time to learn grammars instead of learning problem solving skills and logics. In this study, we propose to use Scratch in introductory programming course to help students to understand grammars and problem solving skills. It's necessary to educate first-time programmers how to solve the problems before they learn grammars of the programming language in their first programming language course. This paper shows that Scratch allows students not only to learn problem solving skills in programming but also to motivate students themselves in the class.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.373-401
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• 2002

It is often observed that Korean migrant students overseas experience various kinds of anxieties learning English as a second language although they are in an English-speaking country like New Zealand. The context of learning English as a second language is explored by examining language anxieties experienced by recent Korean migrant students in New Zealand. 177 students were surveyed using questionnaires asking their anxieties over various contexts of English learning processes. The three stages of language anxiety of Input, Processing, and Output showed that there were some degrees of anxiety among the students at each stage depending on their ages, age at migration, and duration of residence, in particular. Students tended to experience more language anxiety in school than outside the school. It was also clear that students were experiencing more anxieties with English than with Korean in the four language skills of speaking, listening, reading and writing. Writing was commonly found in English and Korean to be the most frequent source of anxiety among the four language skills. Some implications from the results are suggested for parents, teachers, and students.

• Research in Mathematical Education
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• v.14 no.3
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.353-380
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• 2009

The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.259-274
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• 2000

The subjects of this study on the effects of teacher intervention in sociodramatic plays were 54 five-year-old children from 2 public kindergartens in C city. Socioeconomic stasus and, aside from teacher interventions, educational procedures were the same for both the experimental group(28 subjects) and the control (26 subjects) groups in both schools. Instruments were the Social Play Rating Scale(Smilansky & Shefatya, 1990), Social Situations Measure(McGinnis & Goldstein, 1990), and Language Ability Test(Chang, 1981). Procedures included pretest, 14 weeks treatments and post-test. Data were analyzed by t-test. Results indicated significant differences in social play levels between the experimental and control groups, (b) including differences in such general social skills as emotional control and relationships with others. There were also differences in language ability, including such subordinates as language understanding and expressive abilities.

• Journal of Korean society of Dental Hygiene
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• v.22 no.5
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• pp.375-382
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• 2022

Objectives: This study analyzes factors related to English communication skills in the dental health services of clinical dental hygienists who provide dental medical services to foreigners. Methods: Surveys were conducted to measure students' English communication skills. Participants comprised 195 clinical dental hygienists working at dental English study cafes or who provided dental medical services to foreigners. After analyzing the differences in English communication skills, hierarchical multiple regression analysis was performed on the factors related to English communication skills. Results: English communication skill of dental hygienists was 1.96 points out of 5 points. The factors related to the English communication skill of the clinical dental hygienists were foreign patient care, language training experience, overseas living experience, and certified English proficiency. The adjusted explanatory power of this model was 53.0%. Conclusions: Dental hygienists in charge of foreign patients have experience in language training and overseas residence, have a language qualification certificate, and have higher English communication skills. It is necessary to develop English language learning programs based on metaverse to develop the English communication skills of dental hygienists who provide dental health services to foreign patients and to operate a creative educational environment to increase interest in learning English.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.119-124
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• 2012

The influences of the basic academic skills to the scholastic achievement grades has been researched and we made a test of the basic academic skills(Korean language, mathematic, foreign language) to the students of engineering department in I college in Seoul and analyzed the correlation between the basic academic skills and the scholastic achievement grades. Results show that the scholastic achievement grades has a correlation(r=.456, p<0.01) to the average grade of the basic academic skill test. High level students of the scholastic achievement grades have a correlation(r=.292, p<0.01) to the mathematical department and the others have a correlation(r=.232, p<0.05 and r=.279, p<0.01) to the Korean linguistic department. The results of this study through multiple regression analysis indicate that the scholastic achievement has a relation on Korean language skill. As a result, It is recommendable that the mathematical basic academic skill programs are suggested to the high-level students of the scholastic achievement grades and the linguistic basic academic skill programs to the others. Also, the required basic linguistic subject is needed to the low-level students of the basic academic skills and in this paper, we propose the test and management system for the basic campus-life skills including the basic academic skills and the basic major skills.

• English Language & Literature Teaching
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• no.4
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• pp.85-116
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• 1998

Since the 1980's language teachers have been urged to take more communicatively oriented practice instead of traditional audio-lingual and grammar-translation instruction. However, there are many reasons why communication-centered teaching approaches haven't been easily adopted in Korea. First of all many English teachers haven't been prepared for communicative language teaching. And class size is very large. Another reason is that students' reading and writing skills are more important than their speaking and listening skills to enter colleges. But the world has been changing rapidly. We have many chances to meet foreigners and to talk to them. So many students want to improve their communicative proficiency. The purpose of this study is how to improve their communicative proficiency by performing games in English classes. There are many advantages of using games and songs in the classroom. First, games are motivating and challenging. Second, students can improve their four skills(speaking, writing, listening and reading skills) by using games and songs. Thirdly, games and songs help students to study English without their conscious efforts and to practice English repeatedly because they are interested in them. Fourthly, games and songs create a meaningful context for language use. Lastly, students can learn English with less tension and anxiety. Therefore, English games and songs are worthy of using in classes. To use English games and song more effectively, more various and useful materials have to be developed for English teachers and have to be introduced pertinently into classes.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.