• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.123-139
• /
• 2011

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

• Maxillofacial Plastic and Reconstructive Surgery
• /
• v.13 no.3
• /
• pp.324-331
• /
• 1991

Ocular injuries often accompany midfacial trauma Blindness related to indirect optic nerve injury in midfacial fractures is an uncommon and usually permanent complication. Opic nerve blindness is secondary to an indirect optic nerve injury due to the skeletal distortion that occurs in a facial fracture and almost all are caused by frontal, nasoethmoido-frontal or Le Fort III type fractures. When the loss of vision following midfacial fractures is complete and immediate, the prognosis is poor in spite of treatment. Computed tomography revealed compressin of the optic nerve by bony fragments. And so if injury to the optic nerve is suspected, a CT-scan must be performed and massive steroid therapy must be started as soon as possible. Surgery must be performed if there are hematoma or bony fragments injuring the nerve. The following report concerns two patients who suffered immediate and total loss of vision due to a midfacial fracture with no improvement after massive steroid therapy and surgial decompression.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.3
• /
• pp.537-543
• /
• 2016

This paper suggests a class model to improve the English oral proficiency for intermediate low English speaking learners. Utilizing the four English skills (reading, writing, listening and speaking), the class model focuses on the learners' schema and discussion strategies. To enhance the learners' motivation and match their cognitive capacity, 10 discussion topics were prepared by surveying the learners. A pilot experiment was conducted to investigate the teaching effects of the discussion class model with 26 college students majoring in English in Seoul. The participants' oral proficiency was measured both before, and after the instructions by OPIc (Oral Proficiency Interview in computer). As a result of the experiment, the percentage of participants whose oral proficiency levels were lower than intermediate mid decreased from 82% to 47%. In addition, the percentage of participants with higher oral proficiency than intermediate low was increased dramatically from 18% to 53%, which supports the claim that through discussion, the class learners' diverse and creative ideas need to be expressed in a formal and intelligible language. Finally, through the findings of the study, the possibility of a discussion class can be expected, regardless of the learners' low level of oral proficiency.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.8
• /
• pp.403-416
• /
• 2019

The focus of this study is on the new instructional and pedagogical application of teaching English as a foreign language (TEFL) with technology and by gender. Participants comprised 204 TEFL students in Korea. The study was conducted in the 2017 academic year. For this study, all participants attended English class using technology for three hours a week. Course syllabus, lecture notes, and other study materials were uploaded to the school website. Homework assignments, quizzes, and exams were also distributed through the website. To ascertain whether there are any differential effects from gender on learning English as a foreign language using technology, the quantitative materials included pre- and post-tests. This study also adopted qualitative methods, with structured interviews to obtain participants' comprehensive view of technology-assisted English lessons. Paired sample t-tests and independent t-tests were administered to analyze the quantitative data. The qualitative data were analyzed with the content analysis method. Findings show that both male and female students improved their English-speaking skills using technology. However, no gender difference was found in technology-assisted TEFL. Technology use for learning English also resulted in both genders' positive perceptions of language lessons. Based on these findings, this study yields practical implications for TEFL teachers in Korea.