• English Language & Literature Teaching
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• v.15 no.3
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• pp.353-380
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• 2009

The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.121-127
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• 2023

The purpose of this pilot study is to examine the responses of middle school students to English learning after conducting English writing activities using DALL-E2, an image-generating artificial intelligence tool. To this end, an experimental class was conducted for 3 weeks for 15 middle school English learners, and the results are summarized as follows. First, as a result of a survey on English writing activities using DALL-E2, it was found that confidence, interest, and awareness of writing using artificial intelligence-based tools changed positively. In addition, it was confirmed that there was a statistically significant difference, which meant that learning using artificial intelligence had a positive effect on English writing and overall English learning. Second, as a result of analyzing the English writing activities using DALL-E2, core themes could be extracted into three (cognitive, affective, and psychodynamic characteristics), and the use and implementation of artificial intelligence-based DALL-E2 in English learning showed potential to increase learning interest, challenge, will, and desire in learning and ultimately contribute to enhancing productive skill.

• Journal of English Language & Literature
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• v.56 no.1
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• pp.65-78
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• 2010

The purpose of this paper is to suggest that the International Phonetic Alphabet be included in English curriculum and taught in English classroom. Current English curriculum for elementary and middle school students doesn't specify anything for the education of the IPA. The knowledge of IPA is essential for the students to study by themselves how to pronounce English words. The IPA, however, is either too little or too much to be taught at school. It is too little in that it doesn't tell us anything about allophones, the knowledge of which could enable us to get rid of foreign accents as much as possible. It is too much in that it can represent more than one sounds (e.g., /ɔ/ in American and British English). To overcome these drawbacks, it should be introduced gradually with the allophones in the same environments. The correct vowel sounds should be introduced with the aid of pronunciation dictionary so that the students could get their own vowel quality. Moreover, the IPA symbol should be adopted for the English textbooks.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.496-504
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• 2012

The purpose of this study is to guide efficient ways to teach cultural aspects in Korean elementary English education through analyzing many studies on elementary English culture education. In global era, English education must be performed based on understanding of other various cultures for authentic communication. However, Korean elementary students have difficulty to approach or to be exposed to the culture of English speaking countries. Elementary English culture education is neither well organized nor performed for some reasons. The reasons are as follows. Frist, English teachers are not confident with the culture and they consider themselves not having enough experiences and knowledge to teach. They were not taught cultural aspects and the cultural aspects were not emphasized. Second, there are not appropriate culture related teaching materials in the textbooks and teachers' guide books. Therefore, necessary cultural aspects should be selected by English education experts and provided in the textbooks and teachers' guide books. Those two books should be systematically connected. Elementary English teachers should have more opportunities to understand and experience other various cultures. Language is a part of culture and culture is a part of language. Acquiring the second language is acquiring its culture. The culture education for authentic communication is accomplished from managing cultural aspects in textbooks and cultivating English teachers with experience and understanding of target culture.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.165-198
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• 2002

The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high textbook and eight different kinds of senior high textbooks. Then questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.11-19
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• 2021

The purpose of the study is to explore a plan for effective education using virtual reality in English education. In order to achieve the purpose of the study, the perception of English education using virtual reality was comprehensively investigated and analyzed for teachers(n=20) in the field of English education. The results of the study reveal the followings: 1) Teachers are positively aware of the necessity of English education using virtual reality, but most teachers complained of a psychological burden on education using virtual reality; 2) negative responses were somewhat higher than positive responses to the expectation that virtual reality-based English content would be practical in the educational field; 3) In order to increase the effectiveness of English education using virtual reality, it is necessary to share experiences for educational experience of virtual reality and need to provide various virtual reality contents; and 4) For virtual reality educational application, there is a high demand for teaching and learning method education and training using virtual reality and provision of guidelines for education using virtual reality.

• Journal of Korea Game Society
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• v.10 no.4
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• pp.35-48
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• 2010

The purpose of the present study was to suggest basic word lists and contents of English for mobile games and to propose how to apply basic word lists to mobile games for English vocabulary learning because it is possible that some potential advantages of mobile games can provide elementary school students with new learning environment for English vocabulary learning. To support this idea, firstly, the basic word lists were selected from essential word lists in the national English curriculum, the word lists from textbooks, and five randomly chosen word books. Secondly, mobile games were examined and appropriate mobile games for learning English words was selected. Lastly, the basic word lists for mobile games were applied to the selected game.