• English Language & Literature Teaching
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• no.5
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• pp.103-122
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• 1999

In this paper, I will argue that in teaching L2, it is important to take a holistic teaching method considering various learning styles of the learners and the nature of L2 learning. Under the situation that most of the school education is centered on the left brain activity, learners with the right brain preference tend to get only to the lower proficiency than they really can. To prove this, I conducted a experiment on two classes of high school students. I decided the hemispheric preference of each students using HMI (hemispheric mode indicator) Then I compared the hemispheric preferences of students with their scores in English tests. The students with right hemispheric preference show significantly lower scores than the ones with left preference. It is implied that the current English education should adapted to address various learning and cognitive styles and whole-brain L2 teaching method should replace the left-centered instruction in the learning environment.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.39-47
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• 2017

The purpose of this study is to analyze research trends and the learners' preference for subject area of SW education content. First, we analyzed trends in the subject areas of various SW education contents in recent research literature, textbooks, and textbooks. Based on this, we defined six subject areas as storytelling, game, media art, educational learning contents, simulation. Also, we analyzed the case of college students based on the reason of SW implementation theme selection, selection method, and preference theme. As a result, the students were mainly influenced by their interests and teachers in the reason of topic selection, and they showed higher preference in game and storytelling subject area. We hope that this research will be reflected in balanced SW education contents design according to learner level in the future.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.1
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• pp.13-24
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• 2015

The purpose of this study is to examine the influences of learners' self-efficacy on class satisfaction in learning practical basic sewing. Questionnaires were distributed to 181 college women students living in the areas of Deagu Metropolitan City and Gyeongbuk Province. The data obtained were analyzed by using various statistical tools: frequency, factor analysis, reliability analysis, correlation analysis, and multiple regression. The self efficacy of learners of practical basic sewing were made up of five factors: ability to manage interpersonal relationships, ability to deal with assigned tasks, anxiety, challenging spirit, and fear. Class satisfaction was composed of the following factors such as interest in class, professors' ability, achievement of class objectives, connectivity, preparation for class, preference for practices, and perfectibility. This study indicated the correlations between sub-variables of learners' self efficacy and class satisfaction. In other words, the higher were the levels of ability to manage interpersonal relationships, and ability to deal with assigned tasks in self efficacy, the higher were the levels of interest in class, professors' ability, achievement of class objectives, preference for practices, and perfectibility in class satisfaction. The factors of ability to deal with assigned tasks, anxiety, and challenging spirit, in learners' self efficacy were found to have statistically significant effects on the achievement of class objectives. The factor of ability to deal with assigned tasks in self efficacy had a statistically significant influence on professors' ability. The factors of ability to deal with assigned tasks, anxiety, challenging spirit and fear were found to have statistically significant effects on all the factors of class satisfaction.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.4
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• pp.3-10
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• 2013

Basic precondition for effective curriculum on learning activities to take place, the internal and external environment of the school facilities, improve the environment of the classroom space and etc. Specifically, the use of classroom space, hardly learners improve their academic motivation to achievement tend to concentrate within the party regularly scheduled class hours. Physical environment surrounding them is giving considerable impact for behavioral psychological and bodily change of the learners. In this study, we are focused on the form of the learner in the general classroom space and classroom environment that can increase the learning effect will be examined. Consequently, What is appropriate classroom environment for learning increase the concentration of elements are presented.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.31-46
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• 2019

The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

• 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.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.325-333
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• 2016

The development of smart technology has brought the conversion of closed traditional e-learning contents into open flexible smart learning contents consisting of learner-centered modules, without the constraints of time and space by use of smart devices from the uniformed and passive classroom between teachers and learners. It has been demanded an open, personalized and customized teaching and learning contents of smart education and training systems according to wide supply of various smart devices. In this paper, we discuss about the status of the smart teaching and learning systems and analyze the characteristics and structure of the web contents for smart education and training systems by use of smart devices. And we propose a method how to block web contents, to extract them, and adapt personalized segments of web contents by adaptive algorithm into smart learning devices. We extract blocks from the web contents based on the smart device information and the preference information of the learners from existing web contents without the hassle of learners environment. After specifying a block priority from the extracted web contents by the adaptive segment algorithm, it can be displayed directly to the screen to fit the individual learning progress of the learners.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.67-74
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• 2006

The purpose of this study is identifying variables that affect to learners' preference toward specific e-learning programs, using an exploratory factor analysis(EFA) method. We extract common factors that explain the correlations among variables. In the result, 8 factors were identified as main influential factors: e-learning program design(1st factor), the purpose of e-learning use(2nd factor), social and cultural issues(3rd factor), demographics(4th factor), organizational needs(5th factor), impacts of e-learning(6th factor), e-learning management(7th factor), and technical issue(8th factor).

• Journal of the Korea Institute of Building Construction
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• v.21 no.1
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• pp.71-78
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• 2021

The spread of COVID-19 and the advent of the Fourth Industrial Revolution have significantly affected the nature of college education causing many changes to the way it is conducted. One of these changes is the expansion of online education. The purpose of this study was to analyze the difficulties experienced by learners due to the transition to rapidly expanding online education at domestic universities, and to seek ways to support their learning through this new online platform. Results of a questionnaire showed that learners experienced difficulties in their interactions with professors because of the rapid transition to online education without adequate preparation. It was determined that there were not enough opportunities for communication between learners and professors as a result of non-face-to-face online education, and that learners did not receive Q&A or feedback quickly enough. The study also examined ways to ways to improve the effectiveness of online learning. Students showed a high preference for items such as "appropriate guidance regarding announcements such as lecture schedules," "providing lecture notes as learning materials."