• Child Studies in Asia-Pacific Contexts
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• v.5 no.2
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• pp.95-105
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• 2015

We developed a test of English silent word reading, following work by Mather, Hammill, Allen and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children's reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.36
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• pp.173-194
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• 2007

The purpose of this article is primarily to give prominence to the importance of International Business English education. Although English is one of the most crucial parts in international business transaction it has not been treated as one of academical sciences. As English is a main language when the international business transaction is done International Business English should be studied by scholars who majored in international business area. It is true that there has been no study at all regarding International Business English(in this article, it does not mean General International Business English) so far. Anyone who does and learn the international business should have some opportunities to have a contact towards international business correspondence and other documents before they do in reality. However, in Korea, most English education has been focused on general English and English certificate tests at universities. At universities' level, it is certainly a scholars' task to study International Business English education in order to provide decent education to the students. For doing so, this article examine, focusing only on reading part, how International Business English should be taught and especially, how reading skills should be activated and integrated with other language skills. This objective will be fulfilled by asking, what reading means in International Business English, as well as what role reading plays in International Business English education.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.569-580
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• 2013

This study examined how a Structured Reading Framework (SRF) is related to improving students' critical thinking ability in an argument-based inquiry approach, called the Science Writing Heuristic (SWH) approach. A total of 75 $8^{th}$ graders participated in the study, with 34 in the control group and 41 in the treatment group. The gains in critical thinking skills were compared between two groups, and relationships among the components of the reading framework and the critical thinking skills were explored at the group level. Result indicates that the treatment group who used the SRF had larger gains in critical thinking scores than control group who used the Original Reading Framework (ORF). In addition, results show that the correlations between Reading Framework (RF) components and critical thinking scores are statistically significant in the treatment group, while no correlations exist in the control group. It appears that using the SRF have an impact on developing students' critical thinking ability by providing a scaffold to assist argumentation practice.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.81-98
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• 2006

The main aim of this study is to discover ways of promoting elementary school children's reading. The study provides a feasibility analysis of utilizing children's books in reading lessons, which is proposed as one of the ways. The contents of the four reading textbooks for Year 1 and 2 in Korea were analyzed and it was examined what and how children learn in reading lessons. The contents and methods of reading lessons in the UK and the USA were also investigated. It is considered that utilizing children's books in reading lessons which is the proposed way for promoting children's reading corresponds well with the goal of the curriculum of Korean. There is a high feasibility of applying the way to elementary schools in Korea. This is because the way has more advantages than the present textbook based reading lessons and the way is well utilized in elementary schools in the UK.

• Journal of the Korean Society for information Management
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• v.41 no.1
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• pp.211-240
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• 2024

This study focuses on an intergenerational book club with middle-aged and young people as a follow-up study on a book club with older people and young people. The book club program was designed to help people develop a reading habit and experience picture book bibliotherapy. The researcher hosted a picture book reading group between middle-aged and young participants, had individual interviews, and conducted a qualitative study to analyze research data and present implications. For middle-aged participants, the intergenerational book club was an opportunity to understand young people and their children and learn from the young people, and for young participants, it helped them understand middle-aged people and their parents and learn from the middle-aged people, allowing them to feel a sense of connection rather than a generation gap. In addition, positive effects of picture book bibliotherapy were seen while reducing stress and learning important lessons in life. The participants received help in forming a reading habit. This paper provides constructive suggestions for book clubs where different generations interact. It is hoped that through this study, intergenerational book clubs that can be used to understand other generations will be more popular and people will be able to discover the benefits of reading books including picture books and make reading a habit.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.341-348
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• 2022

Formulaic sequences are continuous or discontinuous series of words that are seemingly treated like single units. Formulaic sequences play a key role in language development, and formulaic sequences acquisition determines the success or failure of language development. This study proposes a reading aloud activity as a way for international students to learn formulaic sequences. A class focused on reading aloud was conducted with 41 international students taking a general English course at a university in Seoul. For 15 weeks, video lectures and real-time Zoom classes were conducted in parallel. The animated film Frozen was used as course material. In the video lectures, the teacher interpreted the movie script in easy Korean and read aloud formulaic sequences. Students were tasked with reading the sentences with formulaic sequences aloud, recording themselves reading aloud, and submitting their recordings. During real-time class meetings, students performed the activity of reading aloud the formulaic sequences they had studied in the video lectures. There was a significant increase in the interpretation and sentence writing of formulaic sequences in participants' post-evaluation compared to the pre-evaluation. Through the study's survey, students exhibited positive views in the affective domains.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.59-81
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• 2021

This study aimed to investigate how the learners' mathematics learning processes change with repeatedly reading mathematical text. As a way to teach and learn mathematics, we also wanted to examine the effect of repeated reading and to explore the implications for a more efficient teaching and learning strategy. To help us with this study, we mainly used eye tracking and heart rate (HR) measurement. There were four cycles in a cycle of repeated reading, and the number of repeated readings for all cycles was fixed to three times. Eight prospective mathematics teachers in the Department of Mathematics Education of a National University in South Korea participated. Data were analyzed in five aspects: (1) the total reading time per round, the total reading time per slide; (2) the change trends of total reading time per round and slide; (3) the order of slides read; (4) the change trends of HR per round. We found that most participants read in a similar pattern in the first reading, but the second and third reading patterns appeared more diverse for each learner. Also, the first reading required the most time regardless of the repeat cycle, and the time it took to repeatedly read afterward varied depending on the individual. Based on the findings of this study, the most primary conclusion is that self-directed mathematics learning by using repeated reading is effective regardless of cycle. In addition, we suggested four strategies to improve the efficiency of this teaching and learning method.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.