• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.207-213
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• 2008

For decades, we have filled our theme parks, shopping malls, a streets and etc. with complementary or competing medias. These spaces have remedied newspapers, magazines, radio, TV and film or have been the object for remediation. Because there has been no remediation in traditional theatrical stage design, many problems come along with the design, which makes audiences hard to feel the sense of presence. It's time to have systematic research to find a way out for the solution of traditional theatrical stage design. This study suggests the solutions for remediation of traditional theatrical stage design, so we are going to research with laying emphasis on the cooperative works between the fields of theatrical stage design and the Visual Effects par that forms extensive and diverse portions. The proposal for remediation of traditional theatrical stage design with practical use of Visual Effects will create economical higher value-added through the systematization of close and cooperative work between the fields of Visual Effects and theatrical stage design. In addition, the systematization of the cooperation of these two parts will make another communicative paradigm that audiences have never been able to experience before in traditional theatrical stage design.

• Cross-Cultural Studies
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• v.48
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• pp.223-252
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• 2017

This study explores effects of two types of chatbots - voice-based and text-based - on Korean EFL learners' speaking competence and learner perception. Participants were 80 freshmen students taking an English-speaking class at a university in Korea. They were divided into two experimental groups at random. During the sixteen-week experimental period, participants engaged in 10 chat sessions with the two different types of chatbots. To take a close examination of effects on the improvement of speaking competence, they took the TOEIC speaking test as pre- and post-tests. Structured questionnaire-based surveys were conducted before and after treatment to determine if there are changes in perception. Findings reveal two chatbots effectively contribute to improvement of speaking competence among EFL learners. Particularly, the voice-based chatbot was as effective as the text-based chatbot. An analysis of survey results indicates perception of chatbot-assisted language learning changed positively over time. In particular, most participants preferred voice-based chatbot over text-based chatbot. This study provides insight on the use of chatbots in EFL learning, suggesting that EFL teachers should integrate chatbot technology in their classrooms.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• Child Studies in Asia-Pacific Contexts
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• v.2 no.2
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• pp.91-107
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• 2012

This study aimed to understand communicative and socialization practices of immigrant bilingual families in everyday learning situations by examining interactions between parents and children in the United States. Drawn on language socialization theory and socio-cultural factors influencing immigrants, this study explored how three Korean American mothers struggled as they helped their children with homework by interviewing the mothers and observing mother-child interaction during homework time. The study paid attention to the emotional values of immigrant parents that they tried to teach their children who are members in two distinctive communities, such as Korean American and mainstream American. The findings showed that parental socialization practices had effects on children's emotional and social competence and at the same time the socialization process was bidirectional. Mothers started with Korean values, but they faced challenges with the English language, different demands for American homework, and children's rejection of their attempts. Mothers needed to change their strategy and borrow American ways of keeping emotional distance from their children by acknowledging their independence. Their struggles are discussed with attention to their language choice and culture.

• Journal of Oriental Neuropsychiatry
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• v.17 no.1
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• pp.137-143
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• 2006

In this study, we evaluated the effects of herbal medicine, acupuncture and language therapy in a patient with fluent aphasia after stroke. We treated the patient with Jihwangumja, special acupuncture points and Language-Oriented Treatment(LOT). The language abilities of the patient in this study was markedly increased in Korean-Western Aphasia Battery(K-WAB) and Communicative Ability in Daily Living Test(CADLT). Aphasia quotient, fluency, comprehension, repetition and naming score of K-WAB were improved in second and third examination compared with those of the first examination. Each item of CADLT was improved in second examination compared with that of the first examination.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.347-363
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• 2019

The purpose of this study was to investigate the effects of communication - oriented mathematical writing strategies on students' mathematics achievement and mathematical propensity. In order to achieve the purpose, three types of communicative math writing learning strategies such as writing their own thoughts and feelings, writing problem solving process, and explaining the mathematical concepts. In the comparative group, general lessons based on textbooks and tutorials were conducted. As the results, the students in the experimental group showed a significant improvement in mathematics achievement and a positive effect on the mathematical propensity as compared with the comparison group.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of Digital Contents Society
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• v.6 no.4
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• pp.209-216
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• 2005

The aim of this study is to examine the effects of web-based cyber instruction on EFL learning from the viewpoint of learners` perceptions and needs. Data was collected through a questionnaire survey that was carried out with 709 undergraduate student enrolled in three cyber English courses offered at N university during the secind semester in 2004. The results of the study indicated that the learners exhibited a positive attitude towards web-based cyber instruction and considered it a paper educational method in the cyber age. However, the students perceived that web-based cyber instruction was not greatly satisfactory in terms of cultivating their English communicative competence or improving the language skills they needed. It was also found that cyber instruction was still teacher-dominant, lacking in interaction, which made the students passive recipients of informaton presented. In comparison with off-line instruction, cyber instruction was not particularly better in enhancing their motivation interest or concentration on class. To be more effective, cyber instruction needs to be equipped not only with a large variety of contents and class activities, but also with more exposure to authentic language by native English speakers. The finding of the investigation yield some implications for the design and development of web-based cyber EFL programs.

• Fashion & Textile Research Journal
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• v.21 no.4
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• pp.420-431
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• 2019

This paper evaluates the potential of dynamic graphical patterns in future-driven fashion design using computer graphics that enables changes to the visual appearance of a textile for aesthetic, expressive or communicative purposes. In particular, it focuses on experimenting with the possibility of creating digitalized dynamic fashion garments that are illustrated digitally using motion graphics developed collaboratively in a virtual space. Three objectives were formed and addressed. First, a dynamic graphical pattern was defined that also investigated the cases of tangible and virtual dynamic patterns in textiles and garments to identify current situations and future prospects in terms of functional techniques and expressive effects. Ten digital fashion illustrations were then created in collaboration with a group of graphic designers and motion artists to visualize dynamic graphical patterns changing over time. Four types of dynamic fashion illustrations were also introduced in their methodological and expressive aspects. Last, some findings resulted from digital works that led to implications for future studies on tangible dynamic fashion designs. This study proposed that computer graphics and digital imaging technologies integrated into a virtual fashion that creates eye-catching and futuristic dynamic fashion designs that can customize colors and patterns according to the desires of wearers or users.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.1-15
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• 2019

This study aimed to identify the effects of students' empathy ability on group creativity, when elementary school students perform scientific activity designed to express group creativity. A total of 12 elementary students from a fifth-grade science club participated in this study. A pretest to examine the students' empathic ability was performed to classify them into three groups: A group with high, low and heterogeneous empathic members. The linguistic interaction was analyzed to determine the process of group creativity manifestation; the results were classified into 'metacognitive', 'cognitive', and 'social-communicative'. As a result, groups with high empathic ability showed more frequent interaction in monitoring, planning, and divergent thinking. On the other hand, in the case of the group with low level of empathy, it was confirmed that there are many interactions related to regulation, convergent thinking, and noncohesive prosocial interaction. Also, in the case of heterogeneous group with empathy ability, group creativity utterance on all sides was relatively higher than other groups. As a result of this study, we could confirm the influence of empathy as a strategy to help the group creativity and discuss the educational implications.