• International Journal of Contents
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• v.17 no.2
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• pp.65-76
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• 2021

The aim of this study was to explore the use of Google Classroom as a learning management system for College English. The study targeted 34 university students. They took part in various activities, such as writing reactions to video lectures, peer-editing essays, and recording video presentations, et cetera. For the study, a t-test was conducted to evaluate the English development of the students. The two essays that each student wrote were used as the data sources. The result (t=-5.854, p=.000) indicated an improvement in their English writing proficiency. In addition, a survey was conducted to gather students' feedback regarding their perceptions towards the course. The study covered five aspects of their experience: Google Classroom, language development, Quizlet, classroom experience, and essay-writing experience. From the results, students indicated a positive response to the program. The use of Google Classroom in an online learning setting accomplishes two things; it helped the students in the development of their English proficiency, and provided activities that students find interesting, which in turn stimulates their self-learning spirit.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.187-210
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• 2006

This study aims to investigate the effects of the implementation of self-directed learning through the homepage between the teacher and the students for English reading classes. The study focuses on the questions of whether the self-directed learning through the homepage, compared to the teacher-centered learning, would enable a significantly positive change in the students' achievements and of what their responses to this new learning method are. 72 students were grouped into an experimental and a control group, and then each group was subdivided into three levels (high, medium, low) of proficiency. Findings demonstrate that the experimental group showed statistically more significant increases in their scores of reading proficiency test than the control group. For the question of students' responses to the learning experience, the three groups within the experimental group responded to a questionnaire survey with regard to the positive attitude of learning, the effectiveness of self-directed learning and its learning materials, and usability of the homepage. In general, the experimental group considered the experience satisfactory, although the degree of positive responses varied according to the proficiency level of the group. This suggests the importance and effectiveness of self-directed learning using the computer and internet as a supplementary learning tool.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.439-444
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• 2021

This study investigates the relationship between syntactic complexity and English proficiency for Korean college students, using the recently developed TAASSC(the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity) program. Essays on the ICNALE(International Corpus Network of Asian Learners of English) corpus were employed and phrasal complexity indices and clausal complexity indices, respectively were used to predict English proficiency level for Korean students. Results of stepwise regression analysis showed that indices of phrasal complexity explained 8% of variance in English proficiency, while indices of clausal complexity accounted for approximately 11%. That is, indices of clausal complexity were slightly better predictors of English proficiency than indices of phrasal complexity, which contradicts Biber et at.(2011)'s claim that phrasal complexity is the hallmark of writing development.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.291-307
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• 2011

The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.273-291
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• 2011

This study investigates factors that influence ESL learners' use/avoidance of English phrasal verbs. It especially focuses on two factors, topic difference and group membership. For the purpose, 60 ESL students who took the University English Proficiency Test (UEPT) were selected, and the 60 essays they wrote for the UEPT were analyzed. All the students were with non-Germanic first language backgrounds. Among the 60 essays, 30 essays were selected from the essays written for the International Students UEPT (IS UEPT), which was required of all new international students. Another 30 essays were selected from the essays written for the Regents' UEPT, which was required of all non-native English speaking undergraduate students as a graduation requirement. Results indicate that the length of residency in the U.S. and/or academic status and semantic complexities of English phrasal verbs but not topic difference nor English proficiency affected the use of English phrasal verbs. The study ends with a discussion of pedagogical implications of the findings.

• Proceedings of the KSPS conference
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• 2004.05a
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• pp.245-249
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• 2004

The aim of this paper is to show the possibilities of the proficiency -based and integrated teaching of High School English reading and listening based on sense group and utterance restructuring. The proficiency -based and integrated listening and reading activities in stages are as follows. Step1, students fill in the blanks with strong or weak sounding words according to their abilities. Step2, speak along (track) based on restructuring and post-lexical phenomena while listening to the sentence. Step3, read and understand directly the passage, which have been marked the differentiated places where a native speaker of English would beat all likely to pause. Students need to listen to spoken English, so they recognize words in written and spoken form. They must be familiar with suprasegmental features, stress and rhythm, and post-lexical phenomena during reading activities.

• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.875-881
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• 2011

This study examined factors influencing college science learning from the perspectives of college students and high school science teachers. Using a survey created based on focus group interviews, college science majors and high school science teachers rated various factors of high school learning that positively influenced college science learning. Findings suggested that the perceptions differed by college major: the physics major students considered math proficiency and logical thinking skills as the important factors; chemistry major students and biology major students considered English proficiency and basic scientific knowledge as the most important factors. Both college students and science teachers emphasized basic science knowledge and math proficiency. However, differences between the two groups were also found in that the students perceived more need to learn about experimentation than the teachers whereas the teachers had a priority in increasing advanced science content.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.948-962
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• 2015

The purpose of this study was to inquiry of outcomes and challenges of Meister high school' and specialized vocational high school' teachers and industrial workers on problem solving ability domain of test for enhanced employ ability & upgraded proficiency, and what were outcomes and challenges of main factor by Meister high school and specialized vocational high school' teachers and industrial workers. Research subjects and region were teachers of Meister high schools and specialized vocational high schools in Gyeongsangnamdo and industrial workers in Gyeonggido. The sample(N=147) was drawn from Meister high school' teachers(N=90), specialized vocational high school' teachers(N=25) and industrial workers(N=32), and collected data were analyzed with SPSS using average, standard deviation, cross analysis, verification F. The results are as follows: The biggest outcomes of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest positive ripple effects of the outcomes was also change of educational direction for promoting core competency on specialized high school & Meister High School's students. The biggest challenges of problem solving ability domain of test for enhanced employ ability & upgraded proficiency was importance of challenges was expansion of teacher training and lecture on the Test for Enhanced Employ ability & Upgraded Proficiency.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.69-89
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• 2006

This study investigated whether and how semantic nature of intransitive verbs can be related to the L2 overpassivization errors. A total of 126 Korean high school students participated in a grammaticality judgment test on English sentences in which seven semantically different types of intransitive verbs were passivized. The results showed that there was an effect of semantic type on the students' judgment on overpassivization errors. Overall, it was shown that the students experienced the lowest degree of difficulty with the Controlled Process-Motional type verbs while experiencing the high degree of difficulty with the Change of State, Existence of State, Continuation of Pre-existing State, and Uncontrolled Process types. Two interlanguage patterns were also identified: the students at higher proficiency level and those at lower-proficiency level showed distinctive patterns on the task. It was argued that the simple dichotomy of unaccusative-unergative distinction does not suffice for the explanation of the complex phenomenon of L2 overpassivization.

• English Language & Literature Teaching
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• v.18 no.3
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• pp.207-221
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• 2012

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.