• Journal of the Korean Society of Industry Convergence
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• v.26 no.3
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• pp.443-454
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• 2023

The purpose of this study is to reveal the Korean learners' usage pattern of '의', the genitive particle, according to semantic classification, so that it can be referred to in determining the contents and methods of related education. The method of this study adopts a quantitative analysis using learners corpus established by National Institute of Korean Language. As a result of the analysis, as proficiency increases, the overall frequency of '의' increases and the number of meaning senses used increases. However, the frequency of errors also increases with it. As for the usage pattern of each sense, the meaning of 'ownership, belonging' is the most frequent, and followed by 'acting entity', 'kinship, social relations', and 'relationship(area)'. In conclusion, the meanings of 'acting subjects' and 'relationships(area) need to be supplemented with explicit education. Other meanings need to be discussed, and decisions should be made in consideration of learning purpose and proficiency.

• Educational Technology International
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• v.7 no.1
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.138-146
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• 2016

This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.23-34
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• 2021

This study aims to discuss how Egyptian learners of Korean perceive and categorize Korean vowels, how Koreans perceive Korean vowels they pronounce, and how Egyptian learners' Korean vowel categorization affects their perception and production of Korean vowels. In Experiment 1, 53 Egyptian learners were asked to listen to Korean test words pronounced by Koreans and choose the words they had listened to among 4 confusable words. In Experiment 2, 117 sound files (13 test words×9 Egyptian learners) recorded by Egyptian learners were given to Koreans and asked to select the words they had heard among 4 confusable words. The results of the experiments show that "new" Korean vowels that do not have categorizable ones in Egyptian Arabic easily formed new categories and were therefore well identified in perception and relatively well pronounced, but some of them were poorly produced. However, Egyptian learners poorly distinguished "similar" Korean vowels in perception, but their pronunciation was relatively well identified by native Koreans. Based on the results of this study, we argued that the Speech Learning Model (SLM) and Perceptual Assimilation Model (PAM) explain the L2 speech perception well, but they are insufficient to explain L2 speech production and therefore need to be revised and extended to L2 speech production.

• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.179-191
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• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.658-668
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• 2015

The purpose of present study tested the effects of context, transparency, familiarity and related variables on comprehension of 32 idioms in 87 Chinese learners of Korean who were attending the S university in Jeonnam providence. In the first assessment, idiomatic phrases were presented out of context. In another assessment, idiomatic phrases were embedded in supportive story contexts. To examine the difference based on task types, paired t-test or one-way ANOVA was used to test differences on related variables such as TOPIK, years of residence in Korea, major and etc. on idiom comprehension. The results of this study are summarized as follows. First, task type, familiarity and transparency were found to have no significant effect on idiom comprehension for Chinese learners of Korean. Second, the related variables such as TOPIK, and major had a significant effect on idiom comprehension. Third, percentage of context related interpretation error in context task was the highest. Literal interpretation errors were followed by it. It means they have a tendency to use contextual cues and semantic analysis of the phrase to comprehend Korean idioms. The results of study will be used to make a plan for teaching Chinese learners of Korean.

• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.255-284
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• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.161-180
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• 2005

The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.351-359
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• 2022

In this paper, this app is an online learning tool web application that helps learners learn efficiently. It discusses how learners can improve their learning efficiency in these three aspects: retrieval practice, systematization, metacognition. Through this web service, learners can proceed with learning with a flash card-based retrieval practice. In this case, a method of managing a flash card in a form similar to a directory-file system using a composite pattern is described. Learners can systematically organize their knowledge by converting flash cards into a mind map. The color of the mind map varies according to the learner's learning progress, and learners can easily recognize what they know and what they do not know through color. In this case, it is proposed to build a deep learning model to improve the accuracy of an algorithm for determining and predicting learning progress.