• Women's Health Nursing
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• v.14 no.1
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• pp.5-11
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• 2008

Purpose: The purpose of this study was to understand spousal support, demand for health education, and quality of life for married female immigrants. Methods: A total of 120 subjects with adequate communication skills participated in this study from March 1, 2006 until January 30, 2007. Participants were female visitors at the Immigrant Consultation Center in "M City", "Y County" and "M County" in South Jeolla Province. The questionnaire used in this study consisted of a total of 42 items. Data were analyzed using SPSS/win 10.2 to describe subjects' characteristics by frequency, and descriptive statistics, and to test group differences by t-test and ANOVA. Results: The highest demand for health education was exercise, and followed by stress management and diet. The level of spousal support for subjects was below average, and the level of quality of life was above the medium. The most difficult thing in their life was the difficulty in language. There was a significant difference in quality of life by level of education, level of life satisfaction, number of childbirths, and age. There was also a significant difference in spousal support by level of life satisfaction. Conclusion: There is a need for a multidimensional strategy to improve the quality of life and spousal support for immigrant females in international marriages.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.4
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• pp.89-104
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• 2019

Purpose : The purpose of this study was to investigate the development of korean vowels by acoustically analyzing whether children produce Korean vowels differently according to their age and gender between ages 4 and 6. Methods : A total of 104 children aged 4~6 years (56 males and 48 females) participated in this study. The participants were classified as either 4, 5, or 6 years old. Vowel speech data was obtained by asking the subjects to pronounce meaningful words in which the vowel in question was located in the first syllable. Speech analysis was performed using the Multi-speech 3700 program. Results : Age, gender, and vowel being pronounced all had significant effects on intensity. There was significant decrease with increasing age, and the intensity was significantly higher in male children than female children. Neither age, gender, nor the vowel being produced affected the fundamental frequency. The fundamental frequency produced did not differ by age or gender. The first and second formants had considerable effect on age and vowels, significantly decreased with age, and did not have a gender difference. Conclusion : The results of this study showed that children aged 4~6 have similar anatomical structures, but that maturity of speech motor skills required to pronounce vowels was correlated with age. The results of this study can be used to evaluate children's speech and develop speech therapy programs.

• Korean Journal of Clinical Laboratory Science
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• v.39 no.1
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• pp.56-62
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• 2007

Lennox-Gastaut syndrome(LGS) is a severe age-specific epilepsy syndrome that causes medication-resistant seizures in childhood. Vagal nerve stimulation (VNS) has been proposed as a possible way to improve the treatment of refractory epilepsy. We treated 9 patients with Lennox-Gastaut syndrome between the ages of 2 and 11 years (mean 5.8 years), by using the vagus nerve stimulation. The mean follow-up duration was 35 months. The mean reduction of seizure frequency compared with baseline before VNS was 52% after 6 months (range, 0% to 89%; P<0.011), and 58% after 1 year (range 0% to 89%; P<0.012). Seven patients showed improvements of quality of life (QOL) such as alertness, mood, and language skills. The most common side effects were transient hoarseness (6 patients) and drooling (1 patient). Our results suggest that the vagus nerve stimulation could be an effective and safe adjunct therapy for the treatment of Lennox-Gastaut syndrome.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• Asia Pacific Journal of Corpus Research
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• v.2 no.2
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• pp.17-29
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• 2021

The current study explores small corpora of critiques written by Chinese and non-Chinese university students and how strategies used by these writers compare with high-rated L1 students. Data collection includes three small corpora of student writing; 20 student critiques in 2017, 23 student critiques from 2018, and 23 critiques from the online Michigan MICUSP collection at the University of Michigan. The researchers employ Text Inspector and Lexical Complexity to identify university students' vocabulary knowledge and awareness of syntactic complexity. In addition, WMatrix4® is used to identify and support the comparison of lexical and semantic differences among the three corpora. The findings indicate that gaps between Chinese and non-Chinese writers in the same university classes exist in students' knowledge of grammatical features and interactional metadiscourse. In addition, critiques by Chinese writers are more likely to produce shorter clauses and sentences. In addition, the mean value of complex nominal and coordinate phrases is smaller for Chinese students than for non-Chinese and MICUSP writers. Finally, in terms of lexical bundles, Chinese student writers prefer clausal bundles instead of phrasal bundles, which, according to previous studies, are more often found in texts of skilled writers. The current study's findings suggest incorporating implicit and explicit instruction through the implementation of corpora in language classrooms to advance skills and strategies of all, but particularly of Chinese writers of English.

• Journal of Information Technology Applications and Management
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• v.31 no.3
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• pp.149-163
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• 2024

As conversational AI systems such as ChatGPT have become more advanced, researchers are exploring ways to use them in education. However, we need effective ways to evaluate these systems before allowing them to help teach students. This study proposes a detailed framework for testing conversational AI across three important criteria as follow. First, specialized benchmarks that measure skills include giving clear explanations, adapting to context during long dialogues, and maintaining a consistent teaching personality. Second, adaptive standards check whether the systems meet the ethical requirements of privacy, fairness, and transparency. These standards are regularly updated to match societal expectations. Lastly, evaluations were conducted from three perspectives: technical accuracy on test datasets, performance during simulations with groups of virtual students, and feedback from real students and teachers using the system. This framework provides a robust methodology for identifying strengths and weaknesses of conversational AI before its deployment in schools. It emphasizes assessments tailored to the critical qualities of dialogic intelligence, user-centric metrics capturing real-world impact, and ethical alignment through participatory design. Responsible innovation by AI assistants requires evidence that they can enhance accessible, engaging, and personalized education without disrupting teaching effectiveness or student agency.

• Journal of the Korean Society of Radiology
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• v.14 no.5
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• pp.577-584
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• 2020

In this study, the number of non-English speaking visitors is increasing day by day, and accordingly, there was a limitation in language communication and communication during radiographic examination. To this end, after distributing the handbook produced for inspection, the improvement effect of before and after explanation was examined. The score scale was not statistically significant as to whether it was the test site or not, and the degree of discomfort of the test, the degree of understanding of the breathing guidelines, and the satisfaction of the test description were improved and the score scale was improved before and after the description of the guide. Non-English-speaking foreign visitors were more satisfied with explanations in their own text than in English or Korean, and the method was also able to conduct effective inspections by informing the foreign guests when to control their breathing by using the lighting signals in the laboratory. In the future, the quality of medical services and imaging medical examinations can be improved only when communication methods are implemented from various perspectives, such as developing various language interpretation programs, developing guides for various test sites, and developing tools and improving foreign language skills of radiologists and medical staff. There will be. In the future, it may be used as a basic resource to prepare a manual that can be used to examine non-English speaking foreigners who do not understand English or Korean in other radiology labs.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.665-674
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• 2019

To determine the educational effects of writing to describe using Entry, block-based programming language, we instructed first year students at the national university of education on these activities for four weeks and analyzed the changes in their writing perception and attitude, ability of descriptive writing, computational thinking and learner's competencies. As a result, writing to describe using Entry did not affect students' writing perception and attitude change. However, the experimented students who wrote to describe using Entry became acquainted with the way of writing to describe, and improved their ability to describe objects. In addition, the computational thinking and critical thinking improved. Based on these results, it is hopped to be used as a basic material for expanding the education of descriptive writing using programming languages.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.17-24
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• 2022

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.