Earticle

본 연구에서는 학습 환경이라는 요인과 문법습득과의 관계를 밝히는 것을 목적 으로 일본어 학습자의 「ようだ」와 「みたいだ」의 사용에 대해 분석한 것이다. 그리 고 학습자의 사용 양상을 일본어 모어화자의 사용과 비교함으로써 일본어 학습자 만의 중간언어 양상, 환경에 따라 달라지는 습득 양상에 대해 고찰해 보았다. 그 결과, 다음과 같은 결과를 얻을 수 있었다. (1) JFL 학습자는 「ようだ」의 사용 비율이 「みたいだ」에 비해 높았지만 JSL 학 습자의 경우에는 이와는 반대로 「みたいだ」의 비율이 더 높았다. 이러한 JSL 학습 자의 「ようだ・みたいだ」의 사용 비율은 일본어 모어화자와 유사했다. (2) JFL 학습자는 「ようだ・みたいだ」의 전후에 특정한 형식을 접속시켜 사용하 는 경향이 보이지 않지만 JSL 학습자의 경우는 「ようだ」의 전항에는 동사를, 「みた いだ」의 전항과 후항에는 명사를 접속시켜 사용하는 경향이 뚜렷했다. 이러한 JSL 학습자의 공기 양상은 일본어 모어화자와 유사했다. (3) JFL 학습자는 구체명사에 「みたいだ」를 접속하여 사용하는 경향이 다소나마 보였지만 JSL 학습자와 일본어 모어화자에게는 이러한 경향이 나타나지 않았다. (4) JFL 학습자는 「ようだ」와 「みたいだ」가 술부와 비술부에서 고르게 사용되지 만 JSL 학습자는 「みたいだ」를 술부에서 사용하는 경향이 상대적으로 강하게 나 타났으며 이러한 JSL 학습자의 사용 경향은 일본어 모어화자의 사용이 과잉일반 화한 패턴을 지닌다.

In this study, the use of “yo–da” and “mitai–da” by Japanese learners was analyzed to clarify the relationship between the factors of the learning environment and grammar acquisition. In addition, by comparing the use pattern of learners with the use of Japanese native speakers, we considered the intermediate language pattern of Japanese learners and the acquisition pattern that varies depending on the environment. As a result, the following results were obtained. (1) In the case of JFL learners, the rate of use of “yo–da” was higher than that of “mitai –da”, but in the case of JSL learners, the rate of “mitai–da” was higher. The rate of use of “yo–da/mitai–da” by these JSL learners was similar to that of Japanese native speakers. (2) JFL learners did not tend to use a specific format before and after “yo–da/mitai– da”, but in the case of JSL learners, there was a clear tendency to use verbs in the preceding paragraph of “yo–da” and nouns in the preceding and following paragraphs of “mitai–da”. The air patterns of these JSL learners were similar to those of Japanese native speakers. (3) JFL learners tended to use “mitai–da” by connecting them to specific nouns, but this trend did not appear in JSL learners and Japanese native speakers. (4) For JFL learners, “yo–da” and “mitai–da” are used evenly in predicate and non– predicate, but JSL learners have a relatively strong tendency to use “mitai–da” in predicate, and this tendency of JSL learners to use it has a pattern that is over–generalized by the use of Japanese native speakers.

본 연구에서는 ‘이론ㆍ내용’이 중심인 전공과목에서 실시된 고려대학교 일본어 몰입교육이 일본어학습에 어떠한 효과를 가지는지 또한 어떠한 학습환경이 필요한지에 관해 학습자의 의식조사를 통해서 규명하는 것이 목적이다. 조사에 협력해 준 49명은 전원 고려대학교에서 일본어로 실시된 강의를 수강한 경험이 있다. ‘이론ㆍ내용’이 중심인 ‘일본어학의 이해Ⅰ’, ‘일본근현대문학의 이해1’, ‘현대일본사회와 대중문화’ 등의 수업에서 일본어로 하는 강의의 좋은 점, 개선해야 될 점, 그리고 향후 방향성에 대해서 각자의 경험에 근거하여 기술하도록 하였다. 결과는 다음과 같다. 전공과목에서 일본어 몰입교육의 효과는 ‘일본어에 관한 능력향상’ ‘학습 프로세스의 의식향상’ ‘교과ㆍ내용의 지식과 일본어에 관한 능력향상’ ‘일본어학습에 대한 의식 향상’ ‘교과ㆍ내용의 지식향상’ ‘교사’의 순으로 6항목이 나타났다. 이를 통하여 전공과목에서 일본어 몰입교육은 기본적으로 일본어 실력향상으로 연결됨과 동시에 그 전공영역에서 사용되는 일본어 용어나 표현도 입력이 되어 자연스럽게 학습을 할 수 있다고 생각하는 학생이 많은 것을 알 수 있다. 일본어 몰입교육의 학습환경에 관해서는 ‘교사’와 관련된 것, ‘대학 시스템’과 관련된 것, ‘학습자’와 관련된 것으로 분류할 수 있었는데, 그 중에서 ‘교사’와 관련된 사항이 많아 몰입교육의 학습환경의 제요소 중에서도 특히 중요하다는 것을 알 수 있었다. 이번 조사에 의해 나타난 결과를 교원과 대학이 공유하여 몰입교육 그 자체의 효율을 좀 더 높이기 위한 대책을 세울 필요가 있다고 사료된다.

The purpose of this research is to prove the extent to which the Japanese immersion program at Korea University assists its students with their major courses and to use a questionnaire survey to obtain instant feedback as to the type of learning environment they prefer. The research targeted 49 students (46 Korean students and 3 Chinese students), all of whom have had previous experiences in taking courses taught in Japanese at Korea University. The survey polled students for their opinions on their own experiences regarding major courses taught in Japanese such as “Understanding of Japanese I,” “Understanding of modern Japanese literature I,” and “Modern Japanese society and pop culture.” Participants were asked to indicate the strengths and weaknesses, areas requiring improvement, opportunities for future development, and so on. The following results were obtained. The main impact of Japanese immersion education is the “improvement of Japanese language proficiency,” whereas six other items, such as “improving awareness of the learning process,” “knowledge on specific topics and improvement of Japanese language proficiency,” “increasing the motivation for studying Japanese”, “improvement of knowledge on the specific topic,” and “the teacher,” are also mentioned in this order.　As we can tell from this result, many students consider the Japanese immersion program on major courses useful for improving their Japanese language ability in a way that is quite natural, simultaneously providing them with specific vocabularies and expressions used in that field.　Although opinions of the learning environment of the Japanese immersion program could be divided into the categories of “teachers,” “facilities of the university,” and “learner,” most were focused on “teachers.” This finding proves that many think teachers’ ability is the key factor for successful immersion education. Teachers and the university should be required to share and consider the result of this research thoroughly, in order to implement more effective plans for successful immersion education.

본 연구에서는 일본어 학습자의 가능표현의 사용이 모어, 레벨, 환경이라는 다 양한 요인과 어떻게 관계되어 있으며, 그 결과를 일본어 모어화자 데이터와 비교 검토함으로써 학습자의 가능표현 습득의 보편성과 특수성에 대해 밝히고자 하였 다. 이상의 분석을 통해 다음과 같은 사실을 알 수 있었다. (1) 학습자들의 일본어 가능표현의 사용은 ‘デキル형’이 중심이 되며, 이는 모 어･레벨･환경 요인에 관계없이 공통된다. 그리고 이는 모어화자의 사용과는 다른 학습자만의 특수성을 띠고 있다. (2) 학습자의 모어 요인은 가능형식의 사용 빈도, 접속 경향 등 가능표현의 사용 등에 특별한 상관관계를 나타내지 않는다. (3) 학습자의 레벨 요인은 3종류의 가능 형식 중에서 ‘デキル형’의 사용과 상관 관계를 지닌다. (4) 학습자의 환경 요인은 ‘デキル형’의 접속, 「ない」와의 사용 등과 상관관계를 지닌다. (5) 학습자와 모어화자의 가능표현 사용 양상을 비교 검토한 결과, 학습자의 중 간언어는 사용 형식의 측면에서 언어 외적 요인에 관계없이 보편성이 나타나며, 학습 레벨과 환경에 따른 특수성이 관찰된다.

This study attempted to clarify the universality and specificity of learners' acquisition of possible expressions by comparing and reviewing the results of the use of possible expressions of Japanese learners with various factors such as language, level, and environment. Through the above analysis, the following facts were found. (1) Learners' use of Japanese-speaking expressions is centered on the ‘Dekiru type’, which is common regardless of language, level, and environmental factors. And it has a unique characteristic of learners that is different from the use of more speakers. (2) The learner's more factors do not show any special correlation with the frequency of use of the possible form and the use of possible expressions such as access tendency. (3) The learner's level factor has a correlation with the use of the ‘Dekiru type’ among the three possible forms. (4) The learner's environmental factors have a correlation with the connection of the ‘Dekiru type’and the use with ‘Nai’. (5) As a result of comparing and reviewing the use of possible expressions by learners and native speakers, learners' intermediate languages show universality regardless of language-external factors in terms of usage type, and specificity according to learning level and environment is observed.

메타인지는 학습자가 문제 해결을 위해 목표 및 계획을 수립하고 평가해 나가는 인지의 결과물로써 간호사의 임상적 역량 중에 핵심역량이다. 연구의 목적은 간호대학생의 메타인지에 영향을 주는 요인을 분석하고자 함이다. 2017 년 8월 15일부터 10월 19일까지 서울과 경기도에 위치한 간호대학의 205명 대학생에게 메타인지, 자기주도 학습능력, 그릿, 학습환경, 학습유형에 대해 설문조사를 시행하였고 수집된 자료는 SPSS/Win 22.0 program를 이용하여 기술통 계, t-test, ANOVA, Pearson correlation coefficient, multiple regression으로 분석하였다. 본 연구 결과, 메타인 지는 자기주도 학습능력, 그릿 및 학습환경과 통계적으로 유의한 정적 상관관계를 보였으며 자기주도 학습능력과 그릿 은 간호대학생의 메타인지에 유의한 영향요인으로 나타났다. 간호대학생의 자기주도 학습능력과 그릿을 높여 문제해결 을 위한 목표설정에 중요한 영향을 미치는 메타인지 수준을 높일 수 있는 교육과정 개발이 필요하다.

Metacognition is a core element for nurses' clinical competency as a result of the learner`s development and evaluate goals and plans for problem solving. The study aimed to analyze factors related to metacognition among undergraduate nursing students. The 205 nursing students participated from August 15 to October 19, 2017 to measure metacognition, self-directed learning, grit, learning environment and learning style. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with the SPSS/Win 22.0 program. Metacognition represented a positive correlation with self-directed learning, grit, learning environment. The self-directed learning and grit were significant factors on undergraduate nursing students' metacognition. As a result of this study, it is necessary to develop curriculum that can improve metacognition level by increasing self-directed learning ability and grit of undergraduate nursing student.

Purpose: It is essential to ensure the readiness for practice among undergraduate nursing students since the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. Methods: We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n ¼ 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. Results: The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. Conclusion: Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

This study investigates the impact of Online Interactive Learning Environments (OILE) integrated with AI technologies on students' English Language Learning (ELL) skills, specifically focusing on reading, writing, speaking, and listening. The research involved 50 English major students, divided into control and intervention groups, and utilized AI-assisted tools such as WhatsApp Groups, Google Documents, ELSA Speak, and Zoom to enhance interactive and personalized learning experiences. The results demonstrated significant improvements across all assessed areas, indicating the effectiveness of these interventions. The data revealed notable enhancements in reading comprehension, writing development, speaking proficiency, listening comprehension, vocabulary acquisition, and pronunciation accuracy. This study highlights the potential of AI-assisted OILE to create engaging, interactive, and personalized learning environments that foster active student participation and improve overall language proficiency. These findings contribute to the ongoing global discourse on the role of artificial intelligence in education, offering practical implications for educators, curriculum designers, and policymakers who aim to transform traditional EFL classrooms into dynamic interactive learning spaces. Future research should focus on optimizing these technologies to address specific skill deficits and to enhance the efficacy of AI-assisted language learning.

Studi ini menyelidiki dampak Lingkungan Pembelajaran Interaktif Daring (OILE) yang terintegrasi dengan teknologi AI terhadap keterampilan Pembelajaran Bahasa Inggris (ELL) siswa, khususnya berfokus pada membaca, menulis, berbicara, dan mendengarkan. Penelitian ini melibatkan 50 mahasiswa jurusan Bahasa Inggris, dibagi menjadi kelompok kontrol dan intervensi, dan memanfaatkan perangkat berbantuan AI seperti Grup WhatsApp, Google Documents, ELSA Speak, dan Zoom untuk meningkatkan pengalaman belajar yang interaktif dan personal. Hasilnya menunjukkan peningkatan yang signifikan di semua area yang dinilai, yang menunjukkan efektivitas intervensi ini. Data menunjukkan peningkatan yang signifikan dalam pemahaman membaca, pengembangan menulis, kemahiran berbicara, pemahaman mendengarkan, penguasaan kosakata, dan akurasi pengucapan. Studi ini menyoroti potensi OILE berbantuan AI untuk menciptakan lingkungan belajar yang menarik, interaktif, dan personal yang mendorong partisipasi aktif siswa dan meningkatkan kemahiran berbahasa secara keseluruhan. Temuan ini berkontribusi pada wacana global yang sedang berlangsung tentang peran kecerdasan buatan dalam pendidikan, menawarkan implikasi praktis bagi para pendidik, perancang kurikulum, dan pembuat kebijakan yang bertujuan untuk mengubah ruang kelas EFL tradisional menjadi ruang belajar interaktif yang dinamis. Penelitian di masa mendatang sebaiknya berfokus pada pengoptimalan teknologi-teknologi ini untuk mengatasi kekurangan keterampilan tertentu dan meningkatkan efektivitas pembelajaran bahasa yang dibantu AI.

"Responsive Learning Environment in the Gifted and Talented Classroom". 22.2 (2012) Adaptive and responsive classroom environments play a profound role in learning outcomes of general education students, let alone gifted and talented education students (GATE). Gifted students have pronounced individuality and educators must plan for their unique educational needs. This study is based on survey responses from GATE class teachers in the U.S. Based on their judgment, four suggestions are made. One is the Responsive Learning Environment Model (RLEM), which means that the physical learning environment is the foundation of all learning environments. The other is that students' seating arrangements are an important element of the physical learning environment and should be changed on a regular basis in the GATE classroom. Another is to integrate school curriculum with technology based on its pedagogic effectiveness. The last is to provide cooperative learning experiences for the gifted students.

Can advances in information technology be utilized to provide access to educational resources in rural environments to help in the development of a country? Most developing countries are characterized by a large youth population and struggle to find the resources to provide basic education beyond primary school. This is true in Belize where students in rural schools often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access the same educational resources as privileged urban students. This article describes a field experiment designed to focus on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation. It compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design. Our results show significant improvement in students’ cognitive ability and self-efficacy.

본 연구는 간호학과 학생들의 임상학습환경 인식, 폭력경험, 직업정체성을 평가하고 임상학습환경 인식 이 폭력경험과 직업정체성의 관계에서 매개 효과를 가지는지를 파악하고자 수행되었다. 이 연구는 기존 에 설문 조사된 자료를 이차 분석하는 연구이다. 2019년 11월 15일부터 11월 27일까지 간호학과 3곳에서 4학년 학생들을 대상으로 수집된 자료 총 515건을 활용하여 이차 분석하였다. 자료분석은 SPSS 25.0와 Hayes의 PROCESS macro 3.4.1을 활용하여 분석하였다. 연구결과, 폭력경험이 직업정체성에 미치는 직접 효과가 유의한 것으로 나타났으며, 폭력경험이 직업정체성에 미치는 영향관계에서 임상학습환경 인식의 매개효과가 통계적으로 유의한 것으로 나타났다. 또한 폭력경험이 직업정체성에 미치는 전체 영향 중 33.3%는 임상학습환경 인식을 통한 간접효과에 의한 것으로 확인되었다. 이러한 결과는 간호 교육자들이 간호학과 학생들의 직업정체성을 높이기 위해 임상실습 과정에서 학생들이 폭력경험에 노출되지 않도록 하는 것이 필요하며, 임상학습환경의 개선을 통해 폭력경험을 줄이고 직업정체성을 향상시킬 수 있다는 것을 보여준다.

This study aimed to investigate nursing students’ perceived clinical learning environment, violence experience, and vocational identity, and to examine the mediating effect of the perceived clinical learning environment on the relationship between violence experience and vocational identity. A secondary data analysis was conducted using survey data collected from fourth-year nursing students enrolled in three nursing colleges during November 15-27, 2019. Statistical analyses were performed using SPSS 25.0 and Hayes’ PROCESS macro version 3.4.1. The findings revealed a significant direct effect of violence experience on vocational identity. The perceived clinical learning environment significantly mediated the relationship between violence experience and vocational identity, accounting for 33.3% of the total effects. These findings underscore the importance of protecting nursing students from violence during clinical practicums to enhance their vocational identity development through a positive clinical learning environment. Future research should examine specific interventions to enhance the safety of clinical learning environments and their subsequent impact on nursing students' professional development.

This paper investigates the moderating effects of collectivist cultural orientation introduced in the information systems and knowledge management (KM) literature to fully understand the important factors and relationships in knowledge sharing in the online learning environment Social norms and collectivist cultural orientation are hypothesized as direct and moderating factors to the system users’(or learners’ attitude toward sharing knowledge by email. An empirical test of large student samples (n=566) with multiple cultural backgrounds in the most diverse university was implemented by PLS. The test confirmed that collectivist cultural orientation moderates the effects of social norms on the attitude toward sharing knowledge by email. Furthermore, the test results show that group norms are stronger than the instructor or classmate norms. Theoretical and practical implications of these findings for online learning and KM are discussed in the paper.

본 연구의 목적은 블렌디드 러닝 환경에서 교사의 지지가 중국 대학생들의 영어 듣기 능력에 미치는 영향을 탐색하는 데 있다. 본 연구는 중국의 한 대학에서 영어를 전공하고 있는 3학년 학생 총 87명을 대상으로 진행하였으며, 실험을 위해 참가자들을 자율성 지지 그룹, 정서적 지지 그룹, 인지적 지지 그룹, 통제 그룹으로 나누었다. 모든 참가자 들은 일주일에 두 시간씩 총 17주 동안 영어 듣기 수업에 참가하였고. 실험 집단에 따라 각기 다른 교사의 지지를 받았다. 교사의 지지 효과를 검증하고자 실험 전과 후 사전 사후 듣기 시험을 실시하였고, 그 결과는 다음과 같다. 모든 그룹의 영어 듣기 능력이 통계적으로 유의미하게 향상된 것으로 나타나 블렌디드 러닝 환경에서 교사의 지지가 중국 대학생들의 영어 듣기 실력을 향상시키는 데 효과적임을 보여 주었다. 그룹 간 차이를 비교해본 결과, 정서적 지지보다 자율성 지지와 인지적 지지가 학생의 듣기 실력을 향상시키는 데 더 효과적인 것으로 나타났다. 본 연구는 영어를 외국 어로 학습하는 EFL환경에서 교사가 수업 계획과 활동을 구성하는데 유용한 시사점을 제공하고자 한다.

This study aims to explore the differential effects of teacher support on Chinese EFL students’ listening ability in a blended learning environment. 87 third-year English-major students in a Chinese university participated in this study and they were randomly divided into an autonomy group (n=22), an emotional group (n=22), a cognitive group (n=22) and a control group (n=21). Each experimental group received relevant teacher support during their 17-week course learning while the control group did not. To confirm the effects of teacher support, pre- and post- listening tests were conducted. The results of the paired t-tests demonstrated that all groups showed statistically significant improvement in their English listening ability. The results of the one-way ANOVA for the post-test revealed that autonomy support and cognitive support were more effective than emotional support in improving students’ listening ability. Based on the findings, this study hopes to provide insights for EFL teachers in designing and arranging the activities in a blended course.

The purpose of this study is to verify how the institution's educational environmental factors affect learning satisfaction and learning transfer for adult learners who use beauty vocational training institutions for the purpose of career change. Through this, we intend to provide basic data for research on beauty vocational training institutions. In addition, managers and instructors who run training institutions will establish efficient education programs and provide essential evidence for determining operation strategies. An empirical analysis was conducted to achieve the purpose of the study. A survey was conducted from September 22, 2023 to October 6, 2023, targeting adult learners who have taken classes at beauty vocational training institutions in Seoul. Through this, 403 copies of data for statistical analysis were obtained, and the collected survey data were analyzed using the SPSS Ver. 26.0 statistical package. Frequency analysis was conducted to understand the demographic characteristics of the survey subjects, and descriptive statistical analysis was conducted to confirm whether individual variables had normality. Factor analysis was conducted to confirm the validity index of the measurement tool, and the internal consistency of the measurement items was investigated with Cronbach's Alpha to verify reliability. Correlation analysis was conducted for each variable to verify the influence relationship between independent variables, dependent variables, and parameters.Regression analysis was performed to verify the influence relationship of variables, and gender, age, marital status, and purpose of enrollment were analyzed according to demographic characteristics. Cross-analysis was conducted to analyze the differences between the items to be considered when selecting an educational institution. Hierarchical regression analysis was performed to compare and analyze the relative influence of the independent variable on the dependent variable, and hierarchical regression analysis was performed to compare and analyze the relative size of the independent variable suitable for the dependent variable.

본 연구는 가상 환경에서의 협력 학습에의 참여가 학생들의 학업 성취도와 만족도에 미치는 영향을 조사하고자 하였다. 세컨드라이프라는 가상현실 플랫폼에 고등학생이 국사 과목을 학습할 수 있는 공간을 만들고 이를 활용하였다. 총 119명의 참가자를 ‘협력학습 유형'이나 '개인학습 유형'에 무선 할당하였으며, 학생들의 학업 성취도와 만족도를 측 정 도구로 수집하였다. 가상공간에서의 협력학습의 효과를 검토하려 독립표본 t검증 및 대응표본 t검증을 실행하였고, 연구의 결과는 개인학습 유형에 참여한 경우보다 협력학습 유형에 참여한 경우가 학업성취도와 만족도에 유의미하게 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 향후 가상현실을 기반으로 한 협력학습의 활용에 대한 제언이 논의 되었다.

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students’ academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

This paper firstly defines language learning strategies and briefly reviews the literature on the relationship between strategies and success in language learning. It then describes a study involving two language learners studying at the same language school in Auckland, New Zealand and living in the same homestay, an accommodation arrangement involving placing international students with local families. The two students in this study were both females from East Asia who had come to New Zealand to study in an English-speaking environment. Meg, who was 26 years old, wanted to learn English to prepare herself for her new job, and Kay, who was 19, wanted to learn English to go on to university. They arrived in New Zealand to start their courses at the same time, and were initially placed at the same level (Elementary). It soon became clear, however, that Meg was making much faster progress with her language learning than Kay. This paper looks at a range of variables which might have affected the progress of these two students. A number of strategies are identified which Meg was observed to use frequently and effectively, and suggestions are made regarding the implications of these findings for successful language teaching and learning.