• 셀메드
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• 제13권10호
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• pp.9.1-9.6
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• 2023

This study aims to explore the potential of Korean language learning as a means of psychological healing and improving the quality of life for Japanese middle-aged and older learners. Results showed that Korean language learning could help alleviate various psychological issues experienced by middle-aged learners and contribute to enhancing their quality of life. Learning a foreign language is not just about acquiring information but also about meeting people who use the language and understanding and experiencing their culture. In particular, for Japanese middle-aged learners, Korean language learning can be advantageous as it can lead to the discovery or development of new hobbies or interests. Results also showed that Korean language learning increased learners' opportunities for interaction with others and enjoyment of learning new cultural customs. These positive outcomes suggest the need for discussion of teaching strategies that focus on psychological healing in foreign language education. Further clinical trials with participants who learn foreign languages for healing purposes may provide more conclusive evidence on the diverse effects of language learning on stress, anxiety, depression, self-development, social connections, and cognitive ability.

• 셀메드
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• 제13권10호
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• pp.10.1-10.5
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• 2023

Objective: A report investigating the positive effects of Korean language learning on the psychological healing of local students studying Korean during the period of disobedience in Myanmar. Methods: 37 students studying Korean at local foreign language universities in Myanmar and unable to attend school anymore due to their opposition to the military regime are experiencing psychological symptoms of distress and anger. Results: In this survey, Most Myanmar students responded that they receive psychological healing through self-study of the Korean language. Conclusion: It can be inferred that Korean language learning has psychological healing effects.

• 한국융합학회논문지
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• 제12권4호
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• pp.135-140
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• 2021

본 연구는 팬데믹 시대의 온라인 대학교육에서 대학생의 자기결정성이 외국어 학습신념과 학습 성과에 미치는 영향을 알아보고자 하였다. 연구대상으로는 천안소재 대학교의 재학생을 대상으로 107명에 대하여 설문조사를 실시하였으며 분석방법으로는 SPSS 21.0을 활용하여 기술통계량, 상관분석 및 회귀분석을 통해 최종분석을 하였다. 본 연구결과는 대학생의 자기결성성과 외국어 학습신념 및 학습 성과는 정적 상관관계로 나타났으며 자기결정성 또한 외국어 학습신념과 학습 성과에 유의미한 영향을 미친다고 나타났다. 본 연구를 통하여 온라인 교육을 통한 교수자와의 상호작용이 어려운 상황에서 대학생들의 자기결정성의 촉진할 수 있는 방법과 전략을 모색하여 지속적으로 의지가 필요한 외국어 능력과 학습 성과를 향상시킬 수 있도록 조력하고자 한다.

• 한국멀티미디어학회논문지
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• 제21권12호
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• pp.1526-1533
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• 2018

This study aims to provide implications for mobile foreign language vocabulary learning app by analyzing the effects of mobile vocabulary learning app based on character animation. For this purpose, we applied the learning application designed with character animation and text, and the application designed with text only to two groups of learners, and analyzed the effect. As a result, we found that application designed with character animation and text was useful in recognition frequency and duration concerning learning. Regarding learning outcomes, we found that it is useful not only in memory but also in learning interest and motivation. This study provides implications for learning method and design development of mobile-based foreign language vocabulary learning application which actively using recently.

• 한국멀티미디어학회논문지
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• 제24권1호
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• pp.117-124
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• 2021

Korean education in China began at Peking University in the 1950s. At present, The Korean language education in China has made remarkable progress in many aspects such as scale, scope, level and achievement. In addition, with the increasingly frequent economic and cultural exchanges or cooperation between China and South Korea and the increasing trend of internationalization, the prosperity of Korean wave culture and the sound development of China-South Korea relations, the country's demand for Korean language talents is increasing day by day. However, with the rise of Korean education in China in recent years, some hidden problems also surfaced. In this paper, the Korean language proficiency test(TOPIK) is used to evaluate the Korean language proficiency of Korean learners, and Chinese juniors are used to evaluate the Korean language proficiency. In addition, a questionnaire survey was conducted to analyze the learning media of Chinese Korean learners at the present stage, and the relationship between learning media and learning outcomes was concluded. At the same time, deficiencies and problems existed in Korean education in colleges and universities were proposed and their own ideas were put forward.

• International Journal of Contents
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• 제16권3호
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• pp.18-32
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• 2020

The aim of this study was to perform a meta-analysis of the learning outcomes of immersive learning technologies in English language teaching (ELT). This study examined 12 articles, yielding a total of 20 effect sizes. The Comprehensive Meta-Analysis (CMA) program was employed for data analysis. The findings revealed that the overall effect size was 0.84, implying a large effect size. Additionally, the mean effect sizes of the dependent variables revealed a large effect size for both the cognitive and affective domains. Furthermore, the study analyzed the impact of moderator variables such as sample scale, technology type, tool type, work type, program type, duration (sessions), the degree of immersion, instructional technique, and augmented reality (AR) type. Among the moderators, the degree of immersion was found to be statistically significant. In conclusion, the study results suggested that immersive learning technologies had a positive impact on learning in ELT.

• 융합정보논문지
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• 제10권6호
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• pp.147-155
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• 2020

이 연구는 언어를 학습하는데 있어서의 학습자의 성격특성이 어떤 역할을 하여 어떤 관계를 가지고 있는지를 알아보는데 그 목적이 있다. 이를 위해서 기존의 연구를 분석하여 제시하였다. 즉, 최근의 연구들을 검토하기 위해서 언어학습과 성격특성에 관련된 연구들을 ProQuest, Google Scholar, 그리고 EBSCO 등의 데이터베이스를 통하여 추출하였다. 추출된 연구들을 검토하고 선정 및 정리하여 언어학습의 영역 즉 쓰기, 듣기, 말하기의 영역에서 성격특성이 어떤 역할을 하고 있는지를 문헌별로 정리하고 그 의미를 도출하였다. 문헌연구의 결과 외향성 및 개방성의 특성은 언어의 학습을 성공적으로 이끄는 데에 기여를 하고 있음을 확인하였다. 또한 외향성은 말하기에, 개방성은 듣기에 연관되어 있음을 연구들은 보고하고 있었다. 또한 학습자의 성격특성은 개인의 언어학습의 전략에도 관계되어 있고 전략수립에 영향을 미치고 있음이 확인되었다. 이같은 결과를 바탕으로 앞으로의 연구 방향에 대한 제언을 하였다.

• 한국융합학회논문지
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• 제11권1호
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• pp.119-130
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• 2020

본 연구는 가상현실을 사용한 영어 회화 학습 프로그램을 개발하고 그 효과를 모니터형 가상현실과 몰입형 가상현실 조건에서 비교하였다. 대학생들을 대상으로 학습 전후의 언어불안감을 측정하고, 학습 내용에 대한 기억을 검사하였다. 가상현실에서의 영어 회화 학습 경험 후 학습자들의 언어불안감이 유의미하게 감소되었으나, 두 가상현실 조건간의 차이는 존재하지 않았다. 두 조건의 학습 결과의 차이도 유의하지 않았다. 본 연구의 결과는 가상현실이 학습자의 언어불안감 감소에 효과적일 수 있음을 보여주나, 몰입형 가상현실이 비몰입형 가상현실 보다 더 효과가 우수한지는 아직 분명하지 않은 것으로 보인다. 몰입형 가상현실의 가능성이 적절하게 구현되기 위해서는 몰입형 가상현실에서 종종 보고되는 멀미 문제의 개선과 함께 효과적인 학습 컨텐츠 개발이 우선되어야 할 것으로 보인다.

• 유통과학연구
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• 제14권10호
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• pp.127-136
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• 2016

Purpose - This study investigated the effects of lectures in the English medium (EML) on understanding and learning outcomes. Sixty percent of EML lectures in Korea also use Korean for further support. Thus, this situation needs to clearly distinguish the specific impacts of the EML classes on learning outcomes. Here, we use the same English materials, including PowerPoint slides and video content, given in the Korean and English lectures. The difference between the lectures becomes only whether the lecture is delivered in Korean or English. Thus, we can clearly identify whether the language difference makes any difference in learning outcomes. Research design, data, and methodology - Our sample consisted of 91 students taking an international business course the spring of 2015. All course materials, including textbooks, PowerPoint slides, exams, video, and support content, were presented in English. Survey data and exam results were used. Students filled out their student identification number and name, so we could match the surveys against the exam results. Results - First, results show that whether the lecture was delivered in English or Korean was an important factor when students chose the class. Second, English proficiency related to international business and general English levels were higher in the English class than in the Korean class. However, the understanding of key concepts and reading abilities of international business newspapers were the same for students in both classes. Third, teaching materials and lectures were the most important material for the understanding of key concepts in the business major. Fourth, the exam results showed no difference in performance of the students in the English versus the Korean class. This shows that EML classes were not necessarily detrimental to the understanding of major concepts of the lecture. Thus, it is important that researchers carefully design empirical settings to study the effectiveness of EML. Conclusions - The English lecture can be as helpful for enhancing knowledge in the business major as the Korean lecture. For further research, various English lecture forms can be considered to distinguish the effects of the English lecture.

• 아시아태평양코퍼스연구
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• 제4권2호
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.