Earticle

본 연구의 목적은 2022 개정 교육과정에서 강조하는 창의융복합 수업의 구현을 위해 생성형 AI, 특히 Google Gemini의 맞춤형 AI인 Gems를 활용하여 ‘역할극 Gems’ 프로그램을 개발하고, 이를 통한 영어 말하기 학습의 효과적인 지도방안을 제시하는 것이다. 개발한 ‘역할극 Gems’ 모델은 G(Get into the Role), E(Embody Language), M(Master the Scenario), S(Showcase Creativity)의 네 단계로 구성된다. 이 모델은 AI가 학습자의 근접발달영역(ZPD)에서 협력적 비계(scaffolding) 역할을 수행한다는 이론적 토대에 기반하며, 의사소통 중심 교수법과 체화된 인지 이론(Embodied Cognition Theory)을 융합한다. 본 프로그램은 부산 지역의 실생활 문제를 소재로 한 장소 기반 학습(Place-Based Education)을 통해 학습자의 실제적 의사소통 능력을 향상시키고, AI 기반 개인화 학습을 통해 창의적 문제해결 능력을 함 양하도록 설계되었다. ‘Gems’ 프로그램은 초등 고학년 학습자의 영어 말하기 유창성 및 정확성 향상뿐 만 아니라, 협력적 소통 및 창의융복합 역량 개발에 매우 효과적인 교육 모델이 될 것으로 기대된다. 이 는 AI를 활용한 글로컬라이제이션(Glocalization) 교육의 구체적 모델을 제시하는데 학술적, 실천적 의의를 지닐 것이다.

The purpose of this study is to develop the role-play program 'Gems,' utilizing generative AI, specifically the customized Google Gemini AI named Gems, to realize the creative convergence classroom emphasized in the 2022 Revised Curriculum, and to propose effective instructional strategies for English speaking learning through this program. The developed role-play 'Gems' model is structured in four stages: G (Get into the Role), E (Embody Language), M (Master the Scenario), and S (Showcase Creativity). This model is theoretically underpinned by the AI's role in providing collaborative scaffolding within the learner's Zone of Proximal Development (ZPD), integrating the Communicative Language Teaching approach with Embodied Cognition Theory. The program is designed to enhance learners' authentic communication skills through Place-Based Education, utilizing real-life issues from the Busan area as content, and to foster creative problem-solving abilities through AI-based personalized learning. The 'Gems' program is expected to be a highly effective educational model, not only for improving speaking fluency and accuracy in upper-grade students but also for developing their collaborative communication and creative convergence competencies. This study holds significant academic and practical implications by proposing a concrete model for Glocalization education utilizing AI.

This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

이 연구는 영어 말하기-쓰기 평가 프로그램을 활용한 영어 수업이 중학교 1학년 학생들의 영어 학습 동기 및 학업 성취도에 미친 영향을 보고자 함에 그 목적을 둔다. 총 116명의 학생들을 대상으로 동일한 설문지를 2011년 3월과 10월에 걸쳐 2회 실시하였다. 연구 문제 1번인 영어 말하기-쓰기 평가 프로그램 시행 전 후의 학생들의 동기 변화를 보기 위해서 대응표본 t-검정을 사용하여 분석하였다. 그 결과 학생들의 영어 학습 동기는 증가하였고, 통계적으로 유의미성을 보인 항목은 총 3개의 항목으로 도구성(장려), 가족의 영향, 탈동기화이다. 연구 문제 2번인 영어 말하기-쓰기 평가 프로그램 시행 전과 후에 있어서 학생들의 영어 학습 동기가 영어 학습 성취도에 미치는 영향이 각각 어떠한지 알아보기 위해서 다중회귀분석에서 단계 선택 방식을 사용하였다. 그 결과, 영어 말하기-쓰기 평가 프로그램이 활용되기 전에는 영어에 대한 흥미도와 필연적 제 2언어 자아만이 학생들의 영어 성취도를 20% 설명할 수 있었다. 영어 말하기-쓰기 평가 프로그램 시행 후의 결과에서는 도구성(장려), 불안감, 흥미도가 학생들의 영어 성취도에 대해서 36.7%의 설명력을 보이고 있다. 본 연구는 영어 말하기-쓰기 평가 프로그램이 학생들의 학습 동기를 향상시키는데 효과성이 있음을 제시하고 있으며, 이는 향후 추가적인 후속연구를 통해 보완되어야 할 것이다.

This paper examines the changes of Korean middle school students’ motivation and their English proficiency through English speaking-writing assessment program. The study surveyed 116 first grade middle school students. The participants completed the same questionnaire which included English learning motivation, affective factors, and demotivation factors twice in March and in October 2011. The results indicated that the students’ level of motivation increased in a statistically significant manner after the completion of English speaking-writing assessment program. Although their level of demotivation increased, the mean score was still 3 points in a 5-point Likert scale, which indicates their demotivation is at a low level. Before the initiation of the English speaking-writing assessment program, the motivation factors which students had could explain approximately 20% for their English proficiency. However, after the program, the same factors could explain 36.7% for the students’ proficiency. These findings show that the English speaking-writing assessment program in this case study was effective for Korean middle school students.

이 연구의 목적은 교양영어의 말하기와 쓰기의 수업 효과를 높이기 위해 수업을 보조하는 보조프로그램인 말하기와 쓰기 지도실의 효과를 검증하고자 하는 것이다. 말하기 지도실 활용 실험반과 교재 활용 통제반 140명 그리고 쓰기 지도실 활용 실험반과 교재 활용 통제반 59명을 대상으로 보조프로그램을 활용하게 하고 지도실 활용 집단과 지도실을 활용하지 않은 집단 간의 향상도 차이가 있는지 측정하였다. 실험 결과 말하기에서는 말하기 지도실 활용 실험반과 교재 활용 통제반 모두에서 사후 발음의 평균이 모두 향상되었으나 말하기 지도실을 활용한 집단이 약 2배로 월등히 높은 향상도를 보였다. 쓰기에서는 쓰기 지도실 활용 실험반과 교재 활용 통제반 모두에서 T-unit의 평균이 모두 향상되었지만 두 집단 중 쓰기 지도실을 활용한 집단의 평균이 크게 향상됨을 보였다. 또한 쓰기에서는 총괄 점수 평균이 두 집단 모두 향상되었지만 두 집단 중 쓰기 지도실을 활용한 집단이 평균점수 향상이 컸다. 그러나 말하기와 쓰기 지도실 활용 집단 공히 통계적으로는 유의미한 차이의 향상을 가져오지 못했다. 설문과 개별 인터뷰를 통해 알아 본 말하기 지도실과 쓰기 지도실에 대한 인식을 알아 보았다. 지도실에 대한 장단점이 모두 있었으나 장점에 대한 의견이 많아 보조프로그램이 효과적이라는 것을 알 수 있었고 아울러 더 효과적으로 운영할 수 있는 시사점을 얻을 수 있었다.

This study aims to examine the effect of Back-Up Programs such as Speaking Laboratory (Speaking Lab) and Writing Laboratory (Writing Lab) on college students' pronunciation and their writing. The participants of Speaking Lab were 140 university students enrolled in an English class and they were assigned to two different groups, Control Group and Experiment Group. The participants of Writing Lab were 59 university students were assigned to two different groups according to different settings as well. A pretest was given in Week 2, and the treatments lasted for 7 weeks from Week 2 through Week 8. A posttest was administered in Week 8 to assess the learners’ speaking and writing progress. For pronunciation, the mean number of Experiment Group was higher than that of Control Group. For writing, the mean numbers of Experiment Group were higher than those of Control Group in the areas of T-unit and holistic assessment. However, the results of the posttest showed that no differences were found between Control Group and Experiment Group in all dimensions of speaking and writing. The analyses of the questionnaire survey and interviews revealed that the treatment groups which used the speaking and writing labs perceived Back-Up programs as helpful and effective ways for enhancing their speaking and writing ability. In conclusion, it may be inferred that the Back-Up Program enhances learners’ performance in pronunciation, T-unit, and holistic assessment.

The present study attempted to improve an English conversation program at a local university in Korea through rigorous evaluation. A total of 382 students completed a closed-ended survey with six categories: program goals and strengths, student needs, teaching, materials, assessment, and suggestions for improvement. Twenty-two teachers also completed an open-ended survey with the same categories. Teachers reported that the program’s greatest strength was teaching the English language and cultures, whereas students indicated its strengths were offering opportunities to communicate in English, learning pronunciation, and gaining confidence in speaking. Regarding the students’ needs, the teachers pointed out that they were lacking in speaking ability and confidence, whereas students wanted to improve daily life English conversational skills and have more opportunities to practice these skills. For class activities, students preferred games, visual materials, 1:1 conversation with a native teacher, and paired work. With respect to textbooks, both teachers and students reported that the current textbooks were not appropriate. Regarding assessment, students preferred to be marked on attendance, participation, learner attitude, assignments, quizzes, and midterm and final exams. Both teachers and students made suggestions for improvement. A clearly written curriculum for the conversational program was systematically devised based on these findings.

This paper describes the design and pilot year of a university Freshman English program commis- sioned to go beyond ‘conversation English’ and meet the academic and professional needs of students in terms of ‘speaking and writing English.’ The aims of the 6th and 7th National Curricula were incorporated into two in-house textbooks through the use of a task-based, student-centered, integrated approach, promoting autonomy, responsibility for learning, and collaboration. Self/peer-assessments, peer editing of written assignments, portfolios, and end-of-semester projects were employed in order to develop language awareness and promote language learning strategies. Formative evaluation of the program was assisted by instructor-and student-feedback, along with university-administered student evaluations. This paper examines the effectiveness of the program as perceived by students and describes how their qualitative feedback enabled formative change to occur. It is hoped that the results will be helpful for similar language programs.

The purpose of this study was to explore native English teachers’ attitudes toward a Continuing Professional Development (CPD) program implemented in a Korean university and its effectiveness evaluated by their students. For data collection, the teachers (n = 46) were asked to fill out a survey questionnaire with 32 items questioning their attitudes toward the CDP, general English class, and assessment, whereas their students (n = 2,090) completed a survey questionnaire with six items designed to evaluate the effectiveness of the CDP. According to the data analysis by SPSS 21, the results, based on the mean differences, demonstrated that most of the teachers had above average attitudes toward the CPD program and general English courses of the university. Also, there were no significant differences for each category of the CPD program and general English courses in terms of their demographic information. In addition, the results of students’ evaluations of their teachers were positive. For future research, the researchers will quantitatively and qualitatively investigate native English speaking professors' attitudes and suggestions toward a more efficient CPD program and general English courses.

The purpose of the study was to investigate how Native English Speaking Professors’ (NESPs) identities were constructed and how their constructed identities affected their teaching practices in the general English program. The study was conducted at A university and three NESPs and ten students participated in the study. The NESPs expressed their feelings and ideas about how they positioned themselves and were positioned by others through discussion sessions and autobiographical essays and interviews with students were also carried out to understand how NESPs were perceived by the students. Drawing on Communities of Practice (CofP) (Lave & Wenger, 1991), the researcher understood how the perceptions held by NESPs and others affected their teaching practices. The results revealed that their positioning as an outsider and an edutainer led to lack of collaboration with members of the CofP, which eventually became a major obstacle to the reconstruction of their professional identities and limited their teaching practices. This study provided significant insights into how expatriate educators’ identities were constructed through different degrees of involvement in the communities in which they were situated and discussed implications for legitimizing NESPs’ access to the local CofP as well as future research.

목적 본 연구의 목적은 학습자들이 영어 교과에서 21세기에 적합한 학습 역량을 함양할 수 있도록 메타버스(Metaverse)를 활용한영어 말하기 교육 프로그램을 개발하는데 있다. 방법 디지털리터러시 및 긍정적 영어학습경험을 촉진하는 메타버스 활용 영어 말하기 교육프로그램을 개발하고, 초등학교 6학년과정을 수료한 예비 중1 학습자 9명을 대상으로 실행하였다. 실행 후 디지털리터러시, 영어학습경험에 관한 사전⋅사후 검사, 학습모니터링, 학습자와 교수자 면담에 대한 분석을 진행하여 최종 교수학습프로그램을 개발하였다. 결과 분석 결과, 참여자들의 디지털리터러시와 영어학습경험이 향상되었다. 또한, 참여자들은 본 교육 프로그램에 대해 ‘흥미’를보였으며, 아바타 활용, 영상 시청 등 다양한 메타버스 학습활동을 통해 프로그램에 몰입할 수 있었다고 응답하였다. 한편, 학습자와교수자 모두 본 프로그램의 향후 활용에 대해 긍정적이었으나, 조작법, 오류발생 등에 관한 가이드라인이 구체적으로 제시되는 것이중요할 것이라는 공통적 의견을 확인할 수 있었다. 결론 학습 모니터링, 면담 및 사전⋅사후 검사 분석결과, 본 연구에서 개발된 메타버스 기반 영어 말하기 교육 프로그램은 학습자들이 몰입할 수 있는 실제적인 학습경험을 제공할 수 있었음을 확인하였다. 또한, 영어 교과 수업에서 메타버스를 활용함으로써 영어말하기 역량 뿐 아니라 21세기 학습역량인 디지털리터러시 함양에 긍정적인 영향을 줄 수 있음을 확인하였다. 마지막으로, 메타버스활용 교육 프로그램을 진행할 때 기기 조작, 프로그램 오류 등으로 발생할 수 있는 문제상황에 관한 유연한 가이드라인개발이 동시에필요함을 제언하였다.

Objectives The purpose of this study is to develop an English speaking program using metaverse for language learners to core skills required in 21st century. Methods Nine Korean EFL students at age 12-13 who completed the national curriculum of grade 6 were recruited as the participants of the pilot study to confirm the effects of the program. The effects of the designed lessons were examined through the questionnaire-based tests, learning progress monitoring, and interviews. The variables of the tests included digital literacy, and L2 motivational experience. Results The results of pre- and post-test comparison showed improvements in digital literacy, and motivation with regard to English learning experience. According to the interviews, the learners and the instructor were positive on the whole about the use of metaverse in English classrooms based on the lesson design proposed in this study. The learners showed great interests in the metaverse-based English lessons in general, and reported higher immersion into classes than previous school classes due to diverse activities and affordance of metaverse. The instructor who delivered the lesson emphasized the importance of teacher training for the success of the future metaverse-mediated language learning. The progress monitoring and interviews also indicated a demand for dealing technical issues. Conclusions The implications of this study and suggestions for future research are as follows. This study confirmed the effects of metaverse-mediated language learning on high immersion by transcending temporal and spacial borders, leading to authentic learning and L2 speaking experience. Moreover, with appropriate task designs, metaverse helped learners foster not only oral communication skills but also digital literacy in English classes. Lastly, this study suggests developing a detailed guideline for potential problems regarding manipulation and technical errors for successful application of metaverse in educational programs in future research and classrooms.

본 연구는 인공지능(AI)을 이용한 비대면 영어 말하기 연습 프로그램(앱)을 통해 영어 말하기 학습 성과를 높이고 영어 격차를 완화할 수 있는지를 분석한다. 한국교육방송공사(EBS)가 교육부 및 17개 교육청의 사업비 지원과 전자통신연구원(ETRI) 및 NHN의 기술 지원을 받아 개발 중인 초등학생 영어 말하기 앱인 ‘AI펭톡’의 파일럿 버전을 2020년 2학기에 166개 초등학교 3～6학년에 적용해본 AI펭톡 2차 시범서비스 운영 성과는 상당히 긍정적이었다. 3,998명의 시범학교 초등학생 중에서도 AI펭톡 사용시간이 많은 학생일수록 시범서비스 종료 후의 영어시험 평가 점수가 높았다. 설문조사를 통해 파악한 영어 자신감, 영어 유용성 인식, 영어 공부 흥미, 영어 공부 집중, 영어 말하기 선호, 영어 향상 의욕, 듣고 따라 말하기 능력에 대한 주관적인 평가 역시 AI펭톡 사용시간이 많을수록 높게 나타났다. 그리고 이러한 결과는 해당 변수의 시범서비스 시작 시점의 측정값을 통제하여 학생별 수준과 특성의 차이를 고려한 후에 산출된 것이어서 신뢰할 수 있다. 또한 학년별 차이, 지역 차이, 학생 개인특성의 차이 등을 고려한 후에도 이 결과는 통계적으로 유의했다. 지난 4주간의 영어 학습일수, 영어 학습시간, 영어 독습시간의 증가, 주관적 영어 향상도에 대해서도 AI펭톡 사용시간은 긍정적 효과를 나타냈다. 덧붙여 AI펭톡은 해당 기간 동안의 영어 학원 수강을 소폭 줄이는 효과도 있었다. 이처럼 AI펭톡은 지역, 학교, 학생의 환경적ㆍ개인적 차이를 넘어 재미있는 게임 방식으로 영어 말하기 학습 성과를 향상시킬 수 있는 포용적인 에듀테크의 공교육 적용 사례가 될 것으로 예상된다.

This study analyzes whether a non-face-to-face English speaking practice program (app) using artificial intelligence (AI) can improve English speaking learning performance and reduce the English gap. The pilot version of AI PengTalk, an English speaking app that EBS developed with financial support from the Ministry of Education and the 17 Offices of Education, and technical support from ETRI and NHN, was applied to 3-6 graders of 166 elementary schools in the second semester of 2020. The results of the AI ??PengTalk pilot schools were quite encouraging. Among 3,998 elementary school students at the pilot school, the more time they spent on AI PengTalk, the higher the English test evaluation score after the trial service. Subjective evaluations of English confidence, English usefulness perception, English study interest, English study concentration, English speaking preference, English improvement motivation, and listening and speaking ability identified through the survey were also higher with more time spent using AI PengTalk. And these results are reliable because they were estimated after considering student heterogeneity in their English level by controlling for measured one ?at the start of the trial service. In addition, the results were statistically significant even after taking into account differences in grade level, region, and individual characteristics of students. Meanwhile, AI PengTalk usage time showed positive effects on the number of days of English study, English learning time, English self-study time, and subjective English improvement. In addition, AI PengTalk had the effect of slightly reducing the hakwon lesson of English during the period. As such, AI PengTalk is expected to be an example of inclusive edtech application to public education that can improve English speaking learning performance with fun game methods beyond environmental and personal differences between regions, schools, and students.

Despite a wide use of oral proficiency English interview format in Korea, little is understood about face-to-face interview discourse in an English speaking program. The purpose of this study is to investigate whether a face-to-face interview test as a form of final test can reflect authentic and interactive ways students practice in non-test or classroom situations. This article analyzed 20 face-to-face talks between two native speakers of English professors and non-native speakers of their students in an English speaking program. The discourse difference between face-to-face interview and authentic conversation (from class activities) was examined. It was found that the interview discourse did not reflect the features of natural conversation specifically in the areas of turn-taking, adjacency pairs, topic nomination and repair.

This study was to investigate the effectiveness of an In-service program for Filipino English-speaking teachers in elementary schools in Korea, focusing on teacher qualifications and efficacy. For data collection, a survey questionnaire was given to 13 Filipino teachers participating in the In-service program. The results of this study were as follows. First, concerning the satisfaction with the program, the participants reported that they were strongly satisfied with the overall program. Second, in regard to the subject preference, the most satisfying subjects to the participants were Speaking, Pronunciation, Listening, Writing, and Educational Methodology in order. Meanwhile, the most helpful subjects were Pronunciation, Educational Methodology, Speaking, and Writing in order. Third, with regard to the effect of the program on each domain of teacher qualification and efficacy, the survey noted that three issues showed an increase in the mean in comparison of pre- and post-survey, though the difference verification was not statistically significant. In conclusion, we maintain that the In-service program had an effect on enhancing the participants’ capability to teach English to elementary school children in a rural area.

본 연구는 대학 비교과 영어 말하기 프로그램에서 인공지능 기반 영어 말하기 앱인 플랭(PLANG)의 활용이 학습자의 자기 주도 영어 학습 준비도나 정의적 태도에 미치는 영향, 그리고 학습자의 자기 주도 영어 학습 준비도나 정의적 태도가 학습자의 영어 말하기 수행 능력과 학습 시간에 미치는 영향을 참여자들의 프로그램에 대한 인식과 함께 탐색해 보았다. 총 46명의 대학생이 연구 대상이었으며, 이 중 27명은 앱을 활용한 실험군으로, 19명은 대조군으로 참여하였다. 프로그램 전후로 자기 주도 영어 학습 준비도와 영어 말하기에 대한 정의적 태도를 측정하였다. 영어 말하기 수행 능력 변화는 앱이 제공하는 말하기 점수와 레벨을 활용하여 분석하였다. 또한, 참여자의 프로그램 참여 경험 관련 주관식 응답도 자료로 수집하였다. 자료 분석 결과에 따르면, 자기 주도 학습 준비도는 실험군과 대조군 모두 소폭 상승하였으나 통계적으로 유의미한 차이는 없었다. 동기, 자신감, 흥미로 이루어진 정의적 태도 중에서 동기 요인에서만 유의미한 향상이 나타났다. 영어 말하기 수행 능력은 실험군에서 통계적으로 유의미한 향상을 보였다. 특히, 자기 주도 학습 준비도가 낮은 학습자들이 더 높은 성취를 나타내는 흥미로운 결과가 확인되었다. 학습자들의 참여 경험 관련 인식 분석에서는 즉각적인 피드백, 학습의 유연성, 동기 유발 측면 등에서 대부분 긍정적인 경험이 보고되었으나, 일부 참여자는 콘텐츠 선택권의 제한을 아쉬운 점으로 지적하였다. 끝으로, 본 연구는 AI 기반 말하기 학습 앱이 비구조적이고 자율적인 학습 환경에서도 학습 효과를 촉진할 수 있다는 가능성에 기반하여, 대학영어 현장에서 AI 기반 말하기 학습 앱의 활용 가능성을 제안하였다.

This study investigates the use of an AI-based English-speaking application(app), PLANG, within a college extracurricular English program. It examines the impact of the app on participants’ self-directed English learning readiness (SDLLR) and affective attitudes, and further explores how these variables relate to participants’ speaking performance and the amount of time spent on learning. Participants’ perceptions regrading the use of the app were also investigated. A total of 46 college students participated in this study, with 27 assigned to the experimental group utilizing the app and 19 to the control group. Pre- and post-program surveys were administered to measure SDLLR and affective attitudes toward English speaking, while speaking performance was measured using the app’s internal assessment criteria. Additionally, data on participants perceptions were collected through open-ended survey responses. The results indicated both groups showed a slight increase in SDLLR; however, the difference was not statistically significant. Among the affective variables, only motivation showed a statistically significant improvement. The experimental group demonstrated a meaningful enhancement in speaking performance, particularly among learners with initially low levels of SDLLR. Content analysis of the written responses from learners revealed generally positive perception of the app use. Nevertheless, some participants reported dissatisfaction with the limited autonomy in content selection. Despite the study’s limitations and need for further research, the findings suggest that AI-based speaking applications can facilitate speaking development and learner motivation even in minimally structured, self-paced learning context.

This study investigated effectiveness of an in-service program for Filipino English-speaking teachers who taught English in elementary schools with surveys on teacher qualifications and efficacy during in-service programs conducted in 2014 and 2015. For data collection, the survey questionnaire was given to 13 Filipino teachers participating in the consecutive in-service program. The results of the comparison of the surveys of 2014 and 2015 were as follows. First, they were more satisfied with the 2015 in-service program. Second, in comparison of the means of teacher qualification, both educational methodology and personality/attitude increased slightly in 2015. Third, the comparison of the means of teacher efficacy showed that only the confidence increased in 2015. However, in regard to teacher qualification and efficacy, it is probable that the in-service program was effective enough to motivate the participants to grow into a better teacher. In conclusion, this study implies that it is necessary to make efforts to cultivate alternative human resources like these Filipino teachers for providing local communities with trained instructors for help of L2 students and for benefiting the surrounding region.

The aim of this study is to investigate the Speaking Confident English extracurricular program at K University in Daegu, South Korea. Specifically, the study examined students’ perception of and satisfaction with the program, as well as the development of core competencies, English skills and areas for improvement regarding the Speaking Confident English extracurricular program. The online survey was carried out with 22 students who completed the Speaking Confident English program and found that satisfaction with the program was quite high, indicating that the Speaking Confident English program was conducted effectively. In addition, the results of this study showed that among the four core competencies, international cultural awareness (foreign language proficiency and cultural tolerance) improved the most through the Speaking Confident English program. Based on the analysis of the study, it is expected that the Speaking Confident English program will positively affect learners and help to develop the extracurricular English program as well as cultivate students’ English presentation skills.

This essay attempts to speculate on the possibility of creating an emerging program for the General English program of Korean universities beyond the split between writing and speaking, and thus of resuming a comprehensive rhetoric education in the age of digital media. For this purpose, it speculates on how General English programs were situated and managed before the late 1990s and to what extent the three universities could renovate their General English programs. It also reviews General English programs that Ewha Womans Univ., Yonsei Univ. and Chung-Ang Univ. have been renovating since the late 1990s. By reviewing advantages and limits of current College English programs, this essay attempts to suggest what would be the proper direction desirable for General English program of Korean universities in today’s drastically changing cultural and educational environment. In this argument, a strong emphasis is put on the literature-based digital storytelling model that can consolidate the seemingly split processes of writing and speaking in the current programs. When literature-based education can still hold the ideal for balanced self-perfection, the argument concludes, General English program, as a method of enhancing rhetorical capacity and critical thinking, needs to move forward to a direction that can reflect this ideal in its pedagogy and facilitate a flexible adaption to the digital platform.

본 연구는 플립러닝 기반 초등 영어과 프로그램이 학습자의 말하기 능력, 창의적 인성 및 학습몰입도에 미치는 영향을 살펴보고자 서울시 소재 Y초등학교 6학년 학생 88명을 대상으로 실험을 실시하였다. 수업은 2016년 10월부터 12월까지 3개월간 18차시로 진행되었으며, 수집된 자료는 SPSS 프로그램을 이용하여 분석하였고, 그 결과는 다음과 같다. 첫째, 플립러닝 기반 초등 영어과 프로그램은 학습자의 영어 말하기 능력에 효과가 있었다. 특히 실험반의 중 집단과 하 집단에서 통계적으로 유의미한 차이를 보였다. 둘째, 본 프로그램은 학습자의 창의적 인성 함양에 효과가 있었다. 특히 실험반은 창의적 인성의 6가지 하위영역 중 ‘독립성’을 제외한 모든 영역에서 통계적으로 유의미한 차이가 있었고, 영어 말하기 수준별 세 집단 모두 유의미한 차이를 보였다. 셋째, 본 프로그램은 학습자의 학습몰입도 향상에 효과가 있었다. 실험반의 모든 하위영역에서 통계적으로 유의한 차이를 보였으며, 영어 말하기 수준별 세 집단에서 모두 통계적으로 유의한 차이를 보였다. 이러한 연구 결과는 플립러닝 방법이 초등 영어과에서의 말하기 능력 및 창의력 신장을 위한 새로운 대안이 될 수 있음을 시사한다.

The current study focused on the effects of flipped learning-based elementary English language program on not only the speaking ability but also the creative personality that defines the creativity from affective aspects, and the learning flow that is a prerequisite for the emergence of creativity. The analysis of the test results highlighted the following. First, the proposed flipped learning-based elementary English language program exerted statistically significant effects on learners' English speaking ability. Also, the program did not exert statistically significant effects on the upper-level learners in the experimental group, whereas there was a statistically significant difference between pre- and post-program scores in the middle and lower levels in the experimental group. Second, the program exerted statistically significant effects on the enhancement of elementary English learners’creative personality. In the experimental class, statistically significant effects were found in all domains except independence. Also, the program had statistically significant effects on the upper, middle and lower levels of English speaking skills in the experimental class. Third, the program had statistically significant effects on the betterment of learners’ learning flow. Among the learners in the experimental class, statistically significant effects were found in all sub-domains. Also, statistically significant effects were found across the upper, middle and lower levels of English skills in the experimental class. The present findings suggest the flipped learning contributed to the improvement of creativity in English subject, and warrant further studies on how to develop the flipped learning-based elementary English language program as a method of enhancing futuristic core competencies.

The present study aims at developing an automated scoring program for assessing Koreanstudents’ English speaking ability. Building on the prototype English speaking automatedscoring program developed in 2012, this study had the following three goals in mind: First, theperformance of the prototype speaking automated scoring program needs to be improved byenhancing the recognition rate of the speech recognition system embedded in the automatedscoring program. Second, the algorithm of the automated scoring program needs to beimproved by refining the existing pool of scoring features. Third, the performance of themodified automated scoring program needs to be validated in order to explore the possibilityof applying the program to the classroom. For this, two different types of algorithms, called theMaximum Entropy (ME) and Multiple Regression (MR), were used to apply the scoringfeatures and analyze the performances of scoring models. The results showed that MR isslightly more efficient and reliable compared with ME. The automated scoring program stillhas a long way to go, but it certainly has a place in speaking assessments especially whenconsidering its potential for not only an assessment tool but also a learning tool for students.