• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.619-640
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• 2011

The study aims the introducing the items for the assessment of mathematical thinking including mathematical reasoning, problem solving, and communication and the analyzing on the responses of the 5th grade pupils. We categorized the area of mathematical reasoning into deductive reasoning, inductive reasoning, and analogy; problem solving into external problem solving and internal one; and communication into speaking, reading, writing, and listening. And we proposed the examples of our items for each area and the 5th grade pupils' responses. When we assess on pupil's mathematical reasoning, we need to develop very appropriate items needing the very ability of each kind of mathematical reasoning. When pupils solve items requesting communication, the impact of the form of each communication seem to be smaller than that of the mathematical situation or sturucture of the item. We suggested that we need to continue the studies on mathematical assessment and on the constitution and utilization of cognitive areas, and we also need to in-service teacher education on the development of mathematical assessments, based on this study.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.44-52
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• 2022

With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

• Speech Sciences
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• v.9 no.1
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• pp.111-135
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• 2002

An annotation model of a non-native speech database has been devised, wherein English is the target language and Korean is the native language. The proposed annotation model features overt transcription of predictable linguistic information in native speech by the dictionary entry and several predefined types of error specification found in native language transfer. The proposed model is, in that sense, different from other previously explored annotation models in the literature, most of which are based on native speech. The validity of the newly proposed model is revealed in its consistent annotation of 1) salient linguistic features of English, 2) contrastive linguistic features of English and Korean, 3) actual errors reported in the literature, and 4) the newly collected data in this study. The annotation method in this model adopts the widely accepted conventions, Speech Assessment Methods Phonetic Alphabet (SAMPA) and the TOnes and Break Indices (ToBI). In the proposed annotation model, SAMPA is exclusively employed for segmental transcription and ToBI for prosodic transcription. The annotation of non-native speech is used to assess speaking ability for English as Foreign Language (EFL) learners.

• Phonetics and Speech Sciences
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• v.2 no.4
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• pp.11-18
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• 2010

This study compared classical operatic singing and applied music singing using the vocal assessment software, Dr. Speech and SPEAD from Lx Speech Studio. Participants in this study included: eight female operatic singers (mean 22.6 yrs, average career 7.5 yrs); eight male operatic singers (mean 25.6 yrs, average career 7.3 yrs); eight female applied music singers (mean 25.1 yrs, average career 6.1 yrs); and eight male applied music singers (mean 27.6 yrs, average career 6.8 yrs). The results demonstrated significantly higher closed quotient values in female applied music singers during singing (p<.05). In addition, higher closed quotient values in speaking were presented in male classical singers and longer MPT was obtained in female operatic singers (p<.05). Furthermore, singer's formants were identified in all male operatic singers and in three female operatic singers. In contrast, only one applied music male and one female singer showed singer's formants while singing.

• Phonetics and Speech Sciences
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• v.14 no.3
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• pp.41-49
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• 2022

The average acoustic distribution of American English speakers was statistically compared with the English-speaking patterns of gifted students in a Science Academy in Korea. By analyzing speech recordings, the duration time of which is much longer than in previous studies, this research identified the degree of acoustic proximity between the two parties and the predictability of English academic achievement of gifted high school students. Long-term spectral acoustic power distribution vectors were obtained for 2,048 center frequencies in the range of 20 Hz to 20,000 Hz by applying an long-term average speech spectrum (LTASS) MATLAB code. Three more variables were statistically compared to discover additional indices that can predict future English academic achievement: the receptive vocabulary size test, the cumulative vocabulary scores of English formative assessment, and the English Speaking Proficiency Test scores. Linear regression and correlational analyses between the four variables showed that the receptive vocabulary size test and the low-frequency vocabulary formative assessments which require both lexical and domain-specific science background knowledge are relatively more significant variables than a basic suprasegmental level English fluency in the predictability of gifted students' academic achievement.

• Phonetics and Speech Sciences
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• v.15 no.4
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• pp.1-10
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• 2023

This study investigated the relative effectiveness of letter-based versus syllable-based measures of speech rate and articulation rate in predicting the articulation score, prosody fluency, and rating sum using "English speech data of Koreans for education" from AI Hub. We extracted and analyzed 900 utterances from the training data, including three balanced age groups (13, 19, and 26 years old). The study built three models that best predicted the pronunciation assessment scores using linear mixed-effects regression and compared the predicted scores with the actual scores from the validation data (n=180). The correlation coefficients between them were also calculated. The findings revealed that syllable-based measures of speech and articulation rates were more effective than letter-based measures in all three pronunciation assessment categories. The correlation coefficients between the predicted and actual scores ranged from .65 to .68, indicating the models' good predictive power. However, it remains inconclusive whether speech rate or articulation rate is more effective.

• Journal of Preventive Medicine and Public Health
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• v.53 no.6
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• pp.429-438
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• 2020

Objectives: Given that Argentinian public-sector workers are highly exposed to stressful conditions, and that the psychometric properties of the widely used Perceived Stress Scale (PSS) should be evaluated in different settings, this work aimed to compare the psychometric properties of the Latin American Spanish PSS-10 and PSS-4 and to identify the optimal scale for stress assessment. Methods: A sample of 535 participants was randomly divided into 2 groups to evaluate dimensionality by exploratory and confirmatory factor analyses. The reliability of both scales was also evaluated. Convergent validity was estimated using the Executive Complaints Questionnaire, the average variance extracted, and the composite reliability. Discriminant validity was based on the correlation with the Utrecht Work Engagement Scale and the phi-square correlation between the components. Results: The factor analyses supported bidimensionality of the PSS-10 (stress and coping), which showed a better fit than the PSS-4. Moreover, the reliability of the PSS-10 was higher, whereas the PSS-4 did not achieve adequate values of internal consistency. The PSS-10 was also correlated significantly with all validation scales, and presented proper internal convergent and divergent validity. Conclusions: The PSS-10 is a reliable and structurally valid instrument to measure perceived stress and coping in a Latin American Spanish-speaking population with high work demands, and the findings of this study expand our knowledge on the geographical and sociocultural applicability of the PSS.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• The Mathematical Education
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• v.47 no.1
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• Journal of Oriental Neuropsychiatry
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• v.28 no.3
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• pp.165-182
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• 2017

Objectives: The purpose of this systematic review was to understand clinical usefulness of Emotional Freedom Techniques (EFT) on students' mental health. Methods: Ten databases were included to extract clinical studies on effects of EFT intervention with students. Characteristics of selected studies were described, and biases were assessed with Risk of Bias (RoB) or Risk of Bias Assessment for Non-Randomized Studies (RoBANS). Results: A total of 14 clinical trials were extracted for analysis. There were 8 randomized-controlled trials (RCTs), 2 non-randomized-controlled trials (nRCTs), and 4 before-after studies. EFT have significant clinical usefulness in public speaking anxiety, test anxiety, stress, depression, learning related emotions, adolescent anxiety, and eating issues. The risk of selection bias in most studies was high or uncertain. Conclusions: EFT is an effective clinical technique for managing students' mental health issues. However, the included studies have been conducted with relatively poor quality and small sample size. Clinical trials with high quality study design and well-designed EFT education programs are needed to generalize clinical usefulness.