Earticle

Due to the development of technology even in learning and education area, many studies have begun to make a new attempts to research by using SNS, breaking away from traditional learning methods. However, the limitations of these studies are restricted only to the use of wireless Internet and writing on Web sites. This study aims to conduct a research on English learning activities that utilize various technologies such as Bigdata, Facebook, Social Network Services (SNS) and English applications. In addition, this study looks into how these modern technologies can be integrated in the classrooms and which activities can be applied in the English classroom. This research is to suggest effective English learning methods through a thorough investigation on the effectivity of various technologies based on the Web 2.0 such as Flickr, blogs, MySpace, and online discussion board within the context of the English learning. To verify the effect of the study, the subjects are divided into experimental and control group. The experiment is proceeded with pre- and post-test. The experimental group is designed to verify the effects using SNS tools such as Facebook, Bigdata, and Online Massive Learning. A survey is conducted to determine the preference of utilizing social networking sites and to analyze the effects in class. The result is that the average scores for experimental group have improved more than the average of control group. The comparison of pre and post-test of the experimental group shows that the significance of the higher and median group was statistically significant at the p<0.01.

가상현실은 오큘러스로 대표되는 웨어러블 장치의 도입과 함께 새로운 국면을 맞이하였다. 이에 본 연구에 서는 영어학습을 위해 1인칭 시점으로 가상현실에 직접 몰입을 가능하게 하는 오큘러스 리프트(Oculus Rift) 기반 의 몰입형 가상현실을 제안한다. 학습자 시점 기반의 몰입형 가상현실에 대한 전반적이고 통합적인 고찰을 통해, 언어학습을 위한 교수설계 시 고려할 사항을 제공하는 것은 의미 있는 일이다. 따라서 본 연구는 몰입형 가상현실 의 언어교육 적용의 극대화 방안을 모색하는 것을 목적으로 한다. 이러한 연구 목적을 위하여 그간의 몰입형 가상현실의 교육적 활용 사례들을 살펴보았다. 그리고 몰입형 가상현실 기반 영어학습을 위한 설계 요소의 적용을 목적으로 학습이론의 설정, 학습의 차이 고려, 학습과제 선정, 교사의 영향력 규정, 적용 감각의 종류 결정, 설계의 융통성, 사용환경을 제안하였다. 그 결과들을 통합하여 교수설계에 대한 다양한 논의와 방향성을 제시하였다.

Virtual reality entered a new phase with the introduction of wearable devices represented by Oculus. This study proposes an immersive virtual reality based on Oculus Rift that enables direct immersion in virtual reality from a first-person perspective for English learning. At this point, it is meaningful to provide considerations when designing instruction for language learning through a comprehensive and integrated review of immersive virtual reality. Therefore, the main purpose of this study is to find a way to maximize the application of language education in the immersive virtual world. And for the design elements for English learning through immersive virtual reality, the setting of learning theory, consideration of differences in learning, selection of learning tasks, regulation of teachers' influence, determination of types of applied senses, flexibility of design, and usage environment were suggested. By integrating the results, various discussions and directions for instructional design were presented.

본 연구에서는 영어 단어 및 문장을 학습하기 위한 컴퓨터 카드 게임을 개발하였다. 이 게임은 첫째, 학습자에게 카드놀이라는 친숙하고 흥미로운 요소를 제공하여 학습자에게 학습 동기를 부여한다. 둘째, 교육적인 요소를 통하여 학습 효과를 향상시킬 수 있도록 한다. 셋째, 난이도 선택과 반복 학습을 통하여 지속적으로 학습 동기를 유지하도록 한다. 뿐만 아니라 시간, 점수, 실패 여부 및 성공 여부의 제시를 통하여 도전감을 제공한다. 학습자는 이 게임을 통하여 영어 듣기 학습 및 영어 읽기 학습을 할 수 있다. 그리고 영어 단어 또는 문장을 들은 후 원어민이 말한 것을 따라서 말해봄으로써 발음 학습 및 말하기 학습 또한 가능하다.

본 연구는 고등학생의 영어 학습에 대화형 인공지능 채팅 서비스인 챗지피티가 활용될 수 있는 가능성 을 탐색하고자 수행됐다. 최근 인공지능 활용 영어 교육에 대한 관심이 높아지고 있으나, 중등교육에서의 연구 들은 아직 부족한 실정이다. 이에 따라 본 연구는 고등학생들의 영어 학습에서 챗지피티의 활용 현황과 인식 수준, 영어 학습 동기 및 디지털 기기 사용 여부에 따른 인식 차이, 챗지피티 활용 영어수업 전후 인식 변화 분석을 수행했다. 연구를 위해 고등학생 197명을 대상으로 설문지를 통해 자료를 수집했다. 그 결과 첫째, 챗지 피티 활용 영어 학습을 경험한 학생들은 49.746%로 나타났다. 둘째, 챗지피티 활용 영어 학습에 대한 인식은 ‘관심 및 태도’, ‘영향력’, ‘유용성’ 순으로 긍정적으로 나타났다. 셋째, 영어 학습 내재적 동기와 외재적 동기 모두 ‘관심 및 태도’에 정적 영향을 미쳤지만, ‘유용성’과 ‘영향력’에서는 외재적 동기만이 정적 영향을 미쳤다. 디지털 기기 사용 여부에 따라 ‘관심 및 태도’ 영역에서만 유의미한 차이가 나타났다. 마지막으로, 챗지피티 활 용 영어 수업 전후 인식 비교를 통해 ‘유용성’과 ‘영향력’의 인식이 유의미하게 향상됨을 확인했다. 결과적으로 챗지피티가 고등학생의 영어 학습에 긍정적으로 활용될 수 있으며, 효과적 활용을 위해 교사의 지도와 구조화 된 전략이 필요함을 시사한다.

This study examined the potential of using ChatGPT, a conversational AI tool, in Korean high school English classes. A survey was conducted with 197 students to investigate usage patterns, perceptions, and differences in English learning motivation, digital device use, and changes in perceptions before and after ChatGPT-assisted lessons. Results showed that only 49.7% had previously used ChatGPT before this study for English learning. Overall perceptions were positive, especially in interest and attitude. Extrinsic motivation influenced usefulness and influence, while intrinsic motivation affected only interest and attitude. Digital device usage patterns also showed significant differences in perception. After participating in ChatGPT-assisted English lessons, students reported a significant increase in their perceptions of its usefulness and influence. These findings suggest the potential of ChatGPT in secondary English education, highlighting the need for guided and structured use.

우리는 삶과 배움의 경계가 불분명한 삶을 살아간다. 하지만 여성학습자는 교육의 기회에 있어 출산, 육아, 가사 등의 다양한 이유로 소외되어온 것이 현실이다. 본 연구는 그간 평생학습 연구에서 주목받지 못했던 해외거주 한인 이민 여성들의 자발적인 참여로 구성된 온라인 영어 학습동아리인 ‘워너비영어’를 대상으로 동아리의 생성및 발달과정, 그리고 학습활동이 그들의 삶에 가지는 의미를 이해하려고 노력하였다. 2년간의 참여관찰과 심층면담을 통해 학습동아리가 어떤 계기로 형성되고 발전했는지 그리고 그 과정에서 어떤 변화가 있었는지를 고찰해보고 그들의 학습활동이 갖는 다면적인 의미를 면밀히 조사하였다. ‘워너비영어’ 참여자들은 우연을 계기로 온라인동아리에 합류하게 되었고 멤버들의 열정과 절실함을 바탕으로 서로 합심하여 동아리의 정착 및 발전에 노력하게 되었다. 그들에게 학습동아리 활동은 첫째, 미국에서의 삶을 영위하는데 필요수단인 영어라는 언어의 장벽을 넘기 위해 꼭 필요한 학습수단으로 인지된다. 둘째, 타향살이를 하는 자신과 비슷한 처지에 있는 다른 열혈여성과의 만남을 통해 동지애를 느낀다. 셋째, 동아리 초기 정착과정에 적극적으로 참여함으로서 학습의 장(field)에서의 사심 없는 행동을 가능하게 하는 순수한 아비투스(habitus)를 경험한다. 넷째, 그들의 언어 자산인 ‘고급영어’를 소속기호(signs ofbelong)로 사용하여 신입 멤버 선출과정에서 일종의 구별짓기(la distinction)를 시도한다.

We live without any clear boundary between learning and living. Yet, for centuries, women have been denied long-term educational opportunities due to gender norms that promoted their domesticity and management of childcare and housework. This study aimed to examine the emergence, development, and learning activity of anonline English study circle named Wanna-Be English comprised of Korean immigrant women living in the United States. Through participation in the study circle since its launch and in-depth interviews with its six members, this study closely observed trends in the group during its first two years of activity. Along with these trends, the study also identifies what learning meant to group members and how it impacted their lives. Results suggest that thewomen’s learning activity in the online study circle was (1) a tool for learning English necessary for survival in the United States, (2) a source of camaraderie and friendship by way of interactions with other active members, (3) a method of study encouraging a habitus of selflessness, and (4) an instrument by which members distinguished themselves from other novice English learners due to their high-proficiency language capital.

본 연구는 폴리텍대학 재학생들을 대상으로 영어 학습 동기와 학습환경에 대한 인식을 알아보고, 이러한 심리·인식적 요인이 실제 성적과 어떠한 상관관계를 보이는지 검증함으로써 폴리텍대학 맥락에 적합한 영어 교육 방향을 제시하는데 목적을 둔다. 이는 기존의 국내 영어 동기 연구가 주로 4년제 대학생이나 중·고등학생을 대상으로 한 데 비해, 폴리텍과 같은 직업전문대 학생들의 동기 구조를 실증적으로 규명한 사례가 부족한 실정이고, 이러한 연구를 진행함으로 직업교육생 특유의 동기 패턴을 구체화하고 성취도와의 연계를 탐색한다는 점에서 의미가 있다. 부산 소재 폴리텍 재학생 64명을 대상으로 영어 학습 동기와 학습환경에 관한 인식을 조사하고, 이를 실제 성적과 연계하여 분석함으로써 직업교육 맥락에서의 영어 교육 개선 방향을 탐색하였다. 5점 리커트 척도 자기보고형 설문지를 활용하여 학습자 요인, 자신감·흥미, 교수 방법, 학습 태도, 교재, 학교환경 등 26개 문항으로 구성된 도구를 적용하였으며, 그 결과 학습자 요인 관련 동기 요소가 가장 높은 평균 점수를 기록하였다. 이러한 결과는 폴리텍 학생들의 영어 학습 동기가 개인적 요인에 크게 의존하고 있음을 시사하며, 이를 바탕으로 자신감 강화와 환경적 지지 체계 보완을 통한 동기 촉진 전략의 필요성을 논의하였다. 추가적으로 개방형 질문을 통해 학습자들이 영어 수업에 대해 느끼는 인식을 알아보고 키워드를 중심으로 주제를 찾아 그에 대한 논의를 진행하였다.

This study aims to investigate English learning motivation and perceptions of English learning among students at polytechnic colleges, and to examine the correlations between these psychological and perceptual factors and actual academic performance, thereby proposing English education directions suitable for the polytechnic college context. This holds significance as existing studies on English motivation have primarily focused on four-year university students or middle and high school students, with a lack of empirical research at polytechnic colleges; conducting this study focused on the unique motivation patterns of vocational trainees and explores their links to achievement levels. Targeting sixty four students, the study surveyed English learning motivation and perceptions, linking them to actual performance to explore improvement directions for English education in vocational contexts. A 5-point Likert scale self-report questionnaire was employed, comprising 26 items across learner factors, confidence and interest, teaching methods, learning attitudes, textbooks, and school environment; results revealed that motivation elements related to learner factors yielded the highest average scores. These findings suggest that polytechnic students' English learning motivation heavily relies on personal factors, prompting discussions on the need for strategies to enhance confidence and provide supportive environmental systems for motivation promotion. Additionally, open-ended questions were used to explore students' perceptions of English classes, with keyword-based thematic analysis conducted to derive and discuss key themes.

최근 유무선 인터넷 콘텐츠 처리 기술의 발달과 고속 인터넷 망의 보급으로 인해, 사용자는 언제 어디서 나 컴퓨터를 이용하여 교육받고 학습할 수 있게 되었다. 유무선 인터넷을 활용한 영어 교육은 교수 및 학습자에게 다양한 통신 수단을 제공하는 동시에 영어를 모국어로 쓰는 사람들과 의사소통이 손쉽게 이루어지게 해줄 것이다. 또한 멀티미디어를 활용한 영어 학습은 학습자의 흥미를 유발하고 의사소통 능력의 신장을 유도할 수 있다. 본 논문에서는 멀티미디어 영어 학습에서 개별 학습자의 수준에 부합하는 학습을 제공하기 위해 평가를 통해 학습자의 지식 정도를 진단한다. 평가는 평가문항의 유형과 의사소통기능을 기반으로 구성되어 학습자에게 제시된다. 또한 기존의 웹 기반의 PC 뿐만 아니라 다양한 통신환경과 단말기를 지원하는 인터페이스 모듈을 통하여 이미지와 오디오와 같은 멀티미디어 학습 콘텐츠를 제공해주는 지능형 교육 시스템을 설계하고 구현한다. 제안하는 시스템을 교육현장에 적용해 본 결과, 학습자 수준을 진단하고 분석하기 위한 문항 정보와 추론엔진에 대한 성능을 분석하였고, 학습내용 제시 방법 또한 영어 학습에 있어서 수준 향상을 가져올 수 있다는 결론을 얻을 수 있었다. 따라서, 제안하는 시스템을 교육 현장에 도입한다면 다양한 단말기를 통해서 언제 어디서나 효과적인 영어 학습을 할 수 있을 것으로 기대된다.

According to the increasing of the internet infrastructure and growth of contents technology, the users can access an education service at anytime and anywhere. In a field of English education, especially, internet technology has enabled learners to communicate with their teachers and multimedia contents technology has been able to provide learner not only lots of interests, but also good effect on English learning. In this paper, we propose a method diagnosing learner's level by using some question-items, which consist of item's type and item's function. Futhermore, the proposed system can support three devices which are PC, PDA, and Mobile Phone on wired and wireless internet communication environments. Also, the system provides multimedia contents including flash movies, image, and audio contents. We have applied the system into real classroom, and we verified that the question-items that system provides has no problem, and our method could improve each learner skill on English education. Therefore, we expect that learner who uses the proposed system will get level-based English learning service at anytime and anywhere.

This study examines how learners’ attitudes vary regarding English language learning in general and online English language learning in particular, and notes how students with different levels of English adapt to the different learning contexts. Ninety-five participants were classified into low-, medium-, and high-proficiency groups based on their English performance. A background questionnaire, along with the Attitudes towards English Language Learning (AELL) scale, and the Attitudes towards Online English Language Learning (AOELL) scale were employed in the study. The findings of the study indicate that the performance of the high- and medium-proficiency groups was significantly greater than that of the low-proficiency group in terms of cognition and learning-effort on the AELL and surplus value of online English language learning on the AOELL. Based on those results, this study suggests pedagogical implications and in-class activities teachers can use to better foster positive learning attitudes in their EFL classes.

본 연구는 사내 영어 교육이 직장인의 영어 말하기 능력 향상에 미치는 영향을 조사한 것으로, 교육을 통해 참가자 의 영어 말하기 능력이 실제로 상승하는지에 대한 여부와 사내 영어 교육에 대한 참가자의 인식을 파악하는 데 그 목적이 있다. 국내 대기업 종사자 68명이 12주 동안 사내 영어 교육 프로그램에 참가하였으며, 참가자 전원 모두 교육 시작 전과 종료 후 두 차례에 걸쳐 사전 사후 말하기 평가 및 설문에 참여하였다. 연구의 주요 결과 및 시사점을 살펴보면, 교육 참가 자의 영어 말하기 능력은 교육 전에 비해 교육 종료 후 대체로 상승하였고, 참가자 대부분이 사내 영어 교육 프로그램에 대해 영어 능력을 향상시킬 수 있는 효과적인 프로그램이라고 긍정적으로 인식하고 있음을 알 수 있었다. 최근 기업 내 영어 교육 프로그램이 증가하는데 비해 그에 대한 실증적인 연구가 부족하다는 점을 고려해 볼 때, 본 연구가 갖는 시사점은 크다고 할 수 있다.

This study examines the effects of in-company English programs on Korean employees’ English learning. During the twelve weeks, 68 employees in Korea engaged in an English learning program in the workplace. Before and after the program, pre- and post-tests were conducted to see if their English proficiency improved. Pre- and post-surveys and interviews were also administered to understand how they perceived the program. Results show that the employees improved their English oral proficiency and their attitudes toward English learning positively changed, as a result of participating in the program. Also, the program appeared to be successful, meeting their needs. Given that little research has investigated the effects of in-company English learning, this study provides insights on the effectiveness of English programs in the workplace in Korea.

Distance language learners require new kinds of skills, motivation and commitment to work effectively in a learning setting that is largely new and unfamiliar to them, and which is likely to have a direct impact on their development and use of learning strategies (Oxford & Burry- Stock, 1995; White, 2004). This paper is based on a study of a group of Chinese students learning English at a distance at Shantou Radio and Television University, China, and investigates their use of language learning strategies. The study found that distance English learners in China are gradually shifting from dependence on teachers to a more autonomous approach to learning. In many cases they are beginning to deploy a variety of strategies to facilitate their learning, and at the same time taking more responsibility for their studies. This appears to challenge the traditional stereotype of the dependent, ‘spoon-fed’ Chinese language learner as portrayed in previous studies. The paper concludes that learner training should be integrated into the instructional design of the materials in order to enhance strategy awareness and emphasize the facilitative role of learning strategies in language study.

This study was an investigation of the effect of English as a Foreign Language at Elementary Schools (EFLES) in Japan on students’ later English language learning in junior high school. The participants were a total of 2,000 public junior high school students in grades 7, 8, and 9 (about 220-260 students in each grade for a three-year research period). The participants received from 10-90 hours of EFLES in grades 5 and 6 of local public elementary schools. The amount of EFLES implementation basically increased every year. The research question was: To what degree does EFLES affect the students’ future English skill development in vocabulary and grammar, reading, and listening measured by standardized tests administered respectively in grades 7, 8, and 9? The positive effect of EFLES was observed in the grade 7 students who had received 90 hours of EFLES classes since grade 4. An advantage was shown in higher English test scores for vocabulary and grammar, reading, and listening, though it did not reach a statistically significant level. In speaking tests conducted in grade 8, students’ scores improved each year to a statistically significant level with large effect sizes (d = 1.23, d = .80 for story-telling test).

This study utilized cooperative learning based on the premise that allowing English language learners to work together broadens their range of interactive learning opportunities, fosters communication skills, develops social skills, and enhances their self-esteem. This study of 50 freshmen in a university tested two hypotheses related to oral language, social skills and self-esteem. The sample consisted of 25 participants in the treatment group and 25 in the control group. The treatment group received one semester of cooperative learning as an organizational design in the acquisition of English as a foreign language for two hours every week. However, the control group received the teacher-centered instruction without interaction and communication between teacher and students. Oral language was assessed by comparing pretest scores with posttest scores. Test results showed that all student scores in the treatment group were raised a level in posttest over pretest scores. The control group showed no student scores were raised a level in posttest over pretest scores.

This small-scale interview-based case study conducted in Thailand has pursued a dual thesis. The primary objective is that of an examination into the perceptions among Thai college students in Thailand towards selected English language learning strategies, their own learning experiences prior to entry to their English-medium college, and finally their beliefs concerning native- and non-native teachers of English. Its findings show a surprisingly diversified set of experiences and influences towards English language learning and their teachers existed among students upon entry to the college. A second focus of the study, that of an enquiry into a suitable methodology for this sample size and cultural setting, reveals that a semi-structured interview format was practical for the various levels of linguistic ability and conceptual awareness among students interviewed in English. Also, of some significance is the adapted methodology employed for ‘reducing’ the large amount of interview data collected. This dual focus to the study has served the purpose of not simply revealing the attitudes towards English language learning of a small group of Thai college entrants, but also informs teacher-researchers in similar settings as to appropriate interview technique and data reduction.

Over the past decades, the astounding development in both computer technology and the network has considerably promoted the research and application of language educational technologies. Given the tendency of China’s college English education as well as the curriculum requirements dictated by the Ministry of Education of China (2004), it is necessary to develop a CALL system corresponding to China’s college English education reality. The paper concerns itself with an analysis of English Language & Culture CAI Matrix (ELCCAIM) developed independently by the practicing English teachers of Foreign Languages College of Sichuan University in China. By analysing ELCCAIM, the paper aims to explore the feasibility and necessity of developing the localized CALL system for China’s college English teaching and learning on the base of computer technology and the campus-network and applying the theories of educational psychology and linguistics to the development process.

The appropriate use of tenses has long been an area of concern for many secondary school students of English as a second language in Hong Kong. This paper reports on a series of cyclical research lessons conducted with five classes of Secondary Two (Grade 8) students in Hong Kong. The teachers designed the lessons in ways that allowed the students to discern, through variation, the critical features of the appropriate use of past tense and present perfect tense in descriptive texts. Observation and evidence from interviews and comparison between pre- and post-test results suggest that the research lessons helped the students to learn effectively. At the same time, teachers benefitted from the collaborative reflections and investigations, as well as applying the Theory of Variation proposed by Marton and Booth (1997), suggesting that this model of professional practice may have broad application in teacher development programmes.

Writing is one of the most challenging and neglected areas of English education in Japan, particularly with regard to developing critical argument and establishing writer identity. This problem requires exploration into English writing classrooms in Japan in order to uncover the problems students face in their practice with these features of writing, and to discuss possible solutions. The purpose of this study was to find out what one Japanese university’s approaches were to English writing. This was achieved through classroom observations, interviews with students and teachers, and an analysis of students’ written texts. It was found that students worked diligently with what was given to them in class, although most of them felt it was not enough, while the teachers felt uncertain about what to give their students. The analysis of the students’ texts revealed that students were able to apply newly acquired skills, but were limited by only superficial understanding of the techniques.