• English Language & Literature Teaching
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• v.8 no.2
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.