• 공학교육연구
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• 제17권3호
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• pp.22-33
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• 2014

This paper presents a comparative study on the effectiveness of teaching an engineering course using English with Specific Purpose(ESP). A study was performed using student groups; one class using ESP, and one class conducted in English with an English text. The course conducted using ESP showed the greatest improvement in English writing and conversation, and the students reported a greatly increased confidence in their ability to function professionally using English. A self-assessment of each student was conducted before and after the courses. Prior to the course less than 10% in each group felt that they are able to: a) understand a textbook, b) write an email, c) generate a project report, or d) follow a lecture given in English. The survey at the end of the course showed that the ESP teaching style resulted in significant improvements in students ability and confidence with writing and speaking in English, whereas reading skills were similar for both groups. This is due to the ESP method, in which students are required to give presentations and keep journals in English. After a brief review of the ESP principles and a discussion of how they were implemented, the background data of the participants(students) are described. Finally, the end-of-semester survey highlights the efficacy of the ESP approach.

• 영어어문교육
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• 제16권3호
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• pp.291-315
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• 2010

The present study examined the role of dialogue journaling in Korean students' English writing development. Thirteen Korean middle school students participated in a five-week dialogue journal writing program. The participants' English writing skills before and after their dialogue journaling were compared in terms of holistic and analytical scores of their English essays. The study also examined the changes in the participants' language use, as manifested in their dialogue journals. The results indicated the positive influence of dialogue journal writing on the participants' English writing skills in the areas of content and lexical fluency. As for the linguistic evidence that related dialogue journaling to English writing development, the three patterns of change in language use emerged from the participants' dialogue journals: a) raised awareness on grammar conventions, b) raised awareness on discourse conventions, and c) increased depth and richness in idea development. There were also three unhelpful factors associated with little improvement of English writing: a) lack in basic writing skills, b) repetitive use of identical sentence patterns, and c) lack in grammatical and lexical awareness. Overall, the results suggested that dialogue journaling could facilitate Korean students' English writing development when it creates authentic communicative interactions between the teacher and students.

• 영어어문교육
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• 제13권4호
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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.

• 영어어문교육
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• 제9권2호
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• Industrial Engineering and Management Systems
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• 제3권1호
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• pp.85-91
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• 2004

The writing styles of TIME and Newsweek are analyzed using a specially developed linguistic program. These two news magazines were chosen because of their wide popularity. As for the results, it became obvious that both the frequency curve of words and that of characters have not changed for the past 60 years. Also, we have found that the frequency curves have some inflection points and that the genre of English writings can be identified by these points. After counting the percentage of required vocabulary for junior high school students and high school students in English writings, we can derive the relative difficulties of them using fuzzy reasoning. Fuzzy rules are constructed using features of the characteristic curves. We feel it would be a good guide index when selecting textbooks or supplementary readers.

• 영어어문교육
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• 제16권3호
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• pp.339-363
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• 2010

The purpose of this paper is to investigate how the English classes in secondary schools in Korea are in terms of communicative nature. After literature study, COLT parts A and B were used to analyze three kinds of English classes: a common class type taught by a school teacher who had won 1st prize at TEE contest, a team teaching class taught by NNS and NS, and a model class taught by a pre-service English teacher. Their communicative English classes were videotaped and transcribed for analysis by COLT. The results of the study revealed that students participated in the classes mostly as a unit and, therefore, did not get many meaningful chances to speak English. Second, creative language-use opportunities were barely found during classes. Third, the group work seemed to be prepared before the class, not to be done during the class. Therefore it is likely to be learned from memorization rather than meaningful communication. These results suggest English classes in schools be more communicatively oriented for successful English learning. Further study should be conducted in order to make English classes more communicative to help students communicate their genuine messages in English and to help teachers teach English efficiently.

• 한국콘텐츠학회논문지
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• 제17권11호
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• pp.242-251
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• 2017

본 연구는 북한의 수재양성 기관인 제1중학교의 영어교과서를 코퍼스로 구축한 후, 이를 분석하여 언어적 특징을 파악한 연구이다. 그동안 북한의 일반중학교의 영어교과서의 특징들을 파악한 연구는 많았지만, 북한의 수재교육기관인 제1중학교 영어교과서에 대한 연구는 부족했다. 이를 위하여 북한자료센터에서 입수한 제1중학교 1학년, 2학년, 4학년, 6학년 영어 교과서 구성 체계를 살펴보고, 코퍼스를 구축한 후, 워드스미스 툴스 7.0을 활용하여 제1중학교 영어 교과서의 언어적인 특징과 고빈도 내용어를 분석하였다. 기본적인 통계 정보를 살펴본 결과, 학년의 위계에 따라 어휘 수가 증가하지는 않았으나 어휘다양성은 고학년으로 갈수록 순차적으로 높아지는 경향성이 발견되었다. 한편 학년별 고빈도 내용어의 분포를 살펴본 결과, 각 학년별 교과서에 수록된 지문의 주제에 따라 학년별로 큰 차이를 보였다.

• 한국콘텐츠학회논문지
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• 제18권2호
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• pp.427-437
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• 2018

본 연구는 초등학교 학생들이 학습하는 온라인 영어 학습 프로그램 콘텐츠의 효과성을 탐색하였다. 온라인 영어 학습 콘텐츠 연구를 위해 경기도교육청에 의해 학교로 사용권장된 프로그램을 사용하였다. 연구대상은 경기도 K 시 소재 P 초등학교 107명의 학생들로 약 1년간의 학습 후에 온라인 학습 콘텐츠 효과성에 관한 설문에 응답하였다. 학생들의 응답은 Spearman 상관분석방법으로 재학학년, 온라인 학습시간 및 진단평가 성적과 온라인 영어 학습 프로그램 콘텐츠 간의 연관성을 분석하였다. 분석한 결과, 학년이 높고 영어 학업수준이 높은 학생일수록 문제해결형, 과제수행형과 WBI(웹기반)형의 콘텐츠는 효과적이지 않다고 생각하는 것으로 드러났다. 반면에, 온라인 학습시간이 긴 저학년학생일수록 개인 지도형, 스토리활용형과 애니메이션유형의 온라인 학습 콘텐츠가 효과적이라고 답했다. 따라서 본 연구는 온라인 영어 학습 콘텐츠의 개발에 있어서, 학생의 학년과 학습시간, 학업수준 등과 같은 학생의 특성을 고려할 필요가 있음을 제언하는 바이다.

• 한국치위생학회지
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• 제22권5호
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• pp.375-382
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• 2022

Objectives: This study analyzes factors related to English communication skills in the dental health services of clinical dental hygienists who provide dental medical services to foreigners. Methods: Surveys were conducted to measure students' English communication skills. Participants comprised 195 clinical dental hygienists working at dental English study cafes or who provided dental medical services to foreigners. After analyzing the differences in English communication skills, hierarchical multiple regression analysis was performed on the factors related to English communication skills. Results: English communication skill of dental hygienists was 1.96 points out of 5 points. The factors related to the English communication skill of the clinical dental hygienists were foreign patient care, language training experience, overseas living experience, and certified English proficiency. The adjusted explanatory power of this model was 53.0%. Conclusions: Dental hygienists in charge of foreign patients have experience in language training and overseas residence, have a language qualification certificate, and have higher English communication skills. It is necessary to develop English language learning programs based on metaverse to develop the English communication skills of dental hygienists who provide dental health services to foreign patients and to operate a creative educational environment to increase interest in learning English.

• Educational Technology International
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• 제7권2호
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• pp.45-68
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• 2006

Living in the Information Age, schools and teachers are expected to utilize new information technology in education to make teaching more effective. In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been strongly implementing policies to promote information education (IE) in schools since 1988. According to a survey in 2005 (Japan MEXT, 2005), 100% of high schools in Japan at present have computers and the Internet connections. However, videoconferencing systems have only been introduced only in a small number of schools. This paper is the result of a pilot research to see the effects of using a videoconferencing system in a Japanese high school. The purpose of the research was to clarify the effects of introducing videoconferencing system in a Japanese high school and of utilizing it for conferences with other schools abroad on the studies of global issues. The target students were in the 12th Grade in the year 2006. The counterpart school was an Australian high school in Sydney and the conferences were held in English. International discussions on global warming were conducted between the Japanese and Australian students. Affective competence and cognitive competence were measured using questionnaires and worksheets given to students both before and after the videoconferences. The results showed that both cognitive and affective competences rose after each videoconference. Not only the students who actively participated in the conference but also those who were in the audience showed positive effects. In the field of international cooperation on global issues, especially, the effects were large. These results suggest that in order to teach global issues in which international effort and cooperation are needed, direct contacts with foreign students are effective in increasing student cognitive and affective competences. On the other hand, as English was the main communication tool in the conferences, Japanese students faced a certain difficulty in communication. Also, teachers, especially English teachers, were required to make great efforts to assist students in preparing for the conferences. The effectiveness of an international videoconference depends largely on students' English skills and teachers' efforts.