• 영어어문교육
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• 제17권1호
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• pp.1-16
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• 2011

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners' listening proficiency level affect learners' listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners' proficiency level had a significant influence on learners' listening performance, and there was a significant interaction between the learners' level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

• 농촌지도와개발
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• 제24권1호
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• pp.21-31
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• 2017

The purpose of this study was to analyze the structural relationships between adult educators' instructional leadership, learners' motivation and performance among those participants in education for urban-rural migration. The survey was conducted among 22 agricultural educational institutions in South Korea, and a total number of 1,109 learners responded to a questionnaire. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling. The major findings of this study were as follows. First, adult educators' instructional leadership had a direct effect and an indirect effect on learners' performance. Second, adult educators' instructional leadership had a direct effect on learners' motivation. Third, learners' motivation had a direct effect on learners' performance.

• 한국영어학회지:영어학
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• 제4권1호
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• pp.33-60
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• 2004

This study was an attempt to present an appropriate way of interpreting L2 learners' linguistic behavior within Universal Grammar (UG) framework. Based on the Korean EFL adult learners' performance on the Subjacency violation sentences, the study suggested that the EFL learners are able to acquire subtle knowledge of target grammar and their linguistic behavior should be interpreted with the most recent version of UG theory, the Minimalist Program (MP) notion. The MP notion seems more plausible to accommodate incomplete L2 grammar while acknowledging UG-constrained interlanguage which the previous version, Principles and Parameters (P&P) approach, could not explain very well. The study observed no age-effects among the Korean EFL learners in their linguistic competence measured by the performance on the UG-constraint violation sentences. Having suggested that the MP notion can be a more reasonable tool to explain the EFL learners' linguistic behavior, the study introduced comprehensive hypotheses such as Constructionist Model (CM) and the Ontogeny Phylogeny Model (OPM).

• 한국IT서비스학회지
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• 제12권2호
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• pp.195-214
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• 2013

The purpose of this study is to verify the mediating effect of interaction among learners in a Web Based Collaboration Learning (WBCL) environment. 254 Korean college students served as test subjects and during the 4 weeks of research period, they studied the Test of English for International Communication (TOEIC) in a web-based collaborative learning system. The interaction between learners was looked into by categorizing the concept into task oriented information sharing activities and relationship oriented communication activities and analyzing the causal relationship between the two activities. Learning performances were measured in individual level. The results are as follows. First, task oriented information sharing activities effect positively on relationship oriented information sharing activities. Second, the managerial characteristics of WBCL had a positive effect on interaction between learners but the systematic characteristics had partial influence on interaction between learners. Third, the interaction between learners completely interconnects the managerial characteristics of WBCL and learning performance but partially interconnects the systematic characteristic of WBCL and learning performance. In conclusion, this study implies that managerial and systematic characteristics of WBCL should be considered on the preferential basis for the WBCL to become successful and interactive activities such as information sharing and communication should be encouraged to be active from a small-size WBCL perspective.

• Educational Technology International
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• 제13권1호
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• 지식경영연구
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• 제9권1호
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• pp.61-76
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• 2008

The purpose of this study is to examine the effects of lifelong learners' learned helplessness and failure tolerance on academic achievement and job performance. The result of this empirical study exhibits that learned helplessness has negative effects on their academic achievement and job performance. Failure tolerance, however, has positive effects on their academic achievement and job performance. In addition, their academic achievement has mediated between learned helplessness and/or failure tolerance, and job performance. This study suggests that lifelong learners' positive response to failures is helpful for both learning and working performances.

• 한국영어학회지:영어학
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• 제2권3호
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• pp.305-327
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• 2002

This paper is in line with the attempts to examine two assumptions implied about the role of Universal Grammar (UC) in nonnative language acquisition: Are the EFL learners at disadvantage in acquiring UC-driven knowledge? Are there critical period effects in EFL learning? Based on the research with the seven studies of ESL and EFL adult learners performance on the Subjacency violation sentences, the paper investigates the extent to which the EFL adult learners can attain UG-driven knowledge represented by the Subjacency Principle. It also makes comparison of the EFL learners level of access to UG with that of their counterparts, the ESL learners. The research findings suggests that the EFL environment doesn't prevent the learners from acquiring target grammar in UG domain. That is, the current paper strongly suggests that the EFL adult-learners be able to acquire UG-driven knowledge to a considerable extent, at least as high as the ESL adult learners can attain. For the interpretation of the research results of the seven studies, Constructionist Hypothesis (CH) supported by a Minimalist Program (MP) assumption is employed. CH seems more plausible to account not only for incomplete acquisition observed among the beginning and intermediate level learners but also for the native-like competence acquired by advanced level L2 learners.

• 영어영문학
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• 제57권6호
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• pp.1017-1041
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• 2011

This study investigates Korean EFL learners' awareness and use of the English existential there-construction by examining data collected from 54 Korean EFL learners of English by means of a pragmalinguistic judgment task and a controlled discourse completion task. The results of the judgment task reveal that lower proficiency learners rated canonical sentences and existentials with a preposed locative best in the communicative situations where the use of existentials would have been most appropriate. A comparison of the ratings by more proficient learners and native speakers shows that existentials received highest ratings by both groups where they are the most natural option, while canonical sentences received significantly higher ratings by the learners. With regard to the production data, learners tended to avoid existentials, but rather relied on canonical sentences. Existentials were rarely used by lower proficiency learners and not used productively even by more proficient learners in the situations where existentials would have been the most natural option. These results suggest that Korean learners' difficulty with the use of existentials is not merely a product of performance limitations, but attributable to limited knowledge about existentials and their syntactic alternatives in terms of contextual appropriateness. Lower proficiency learners lack such knowledge, and more proficient learners, while showing better awareness of the use of existentials, have problems as to the placement of new information when engaging in writing tasks that place lower level of demands on attention to the information status of noun phrases compared to communicative, oral tasks.

• 한국콘텐츠학회논문지
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• 제18권4호
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• pp.347-356
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• 2018

본 연구는 NCS기반 수업의 효과성과 매력성을 알아보기 위해 교수자의 관점에서 직무수행능력 평가횟수와 학습만족도 및 학습성과와의 관련성을 규명하고자 하였다. 연구결과, 교수자들은 NCS기반 수업에서 직무수행능력 평가횟수 3회 이상 적용할 때, 그리고 1회 평가시 평가방법 갯수 3개 이상 적용할 때 학습만족도가 더 높다고 인식하고 있었다. 반면 통계적으로 유의하지는 않았으나, 직무수행능력 평가횟수 3회 이상일 때와 평가 1회당 평가방법 갯수 3개 이상 적용할 때 학습성과가 더 높다고 인식하고 있는 것으로 나타났다. 본 연구결과를 통해 NCS기반 수업에서 직무수행능력 평가횟수와 평가방법 갯수가 학습과 관련있는 잠재적 구인임을 확인할 수 있었다. NCS기반 수업에서 직무수행능력평가가 학습성과를 평가하는 것 뿐 아니라 교수학습 활동의 일환이자 과정적 도구의 개념으로 적용된다면, 수업의 효과성과 매력성을 높이는데 기여할 수 있을 것으로 판단된다.

• Journal of Information Technology Applications and Management
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• 제21권3호
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• pp.53-64
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• 2014

It is important to keep learners' feeling positive during learning to enhance learning performance. According to flow theory,challenge-skill balance is a precondition for flow experience: Learners feel anxiety when the challenge of learning is higher than their ability, feel boredom when the challenge of learning is lower than learners' ability, and engage in flow status when the challenge of learning matches the learners' ability. However, the current empirical study reveals that emotions related to enjoyment may appear when the learners' skill is equal to or higher than the learning challenge. Nevertheless, boredom emotion may appear when learners perceive the courses are difficult but unimportant. These empirical survey results revealed the necessary of rethinking the appearance of boredom and enjoyment emotions in computer education.