Earticle

본 논평은 ‘SNS를 통한 영어 쓰기 활동에 초급자의 참여와 교육적 성과를 유도 하기 위한 학습 전략’에 대한 학술논문을 비평한 글이다. 해당 학술논문에서 교사 는 초급 학생들의 글쓰기 참여도를 향상시키기 위해 수업 모형을 만들어 제시하였 다. 교사는 다양한 시각적 자료를 제시해 학생들의 배경지식 및 영어쓰기에 필요한 전략을 학습시키고 카카오톡을 이용한 글쓰기 연습을 통해 그에 대한 인식 및 성 과 활동을 분석하였으며, 분석 도구로 설문조사 후 리커트 척도를 이용하였다. 그 러나 논문의 이론적 배경에 대한 설명이 모호하여 교사가 제시하는 전략을 뒷받침 하고 학습활동에 대한 결과를 분석하기에 부족한 점이 있다. 따라서 본 논평에서는 이론적 배경의 미흡한 부분을 밝히고, 해당 연구에 적합한 이론적 틀을 제시할 것 이다. 적절한 분석 도구로서 비고츠키(Vygostky)의 ‘활동이론(Activity Theory)’ 을 제안한다. ‘활동이론’은 학습활동을 주제로 하는 모든 연구의 유용한 분석 도구 로, 본 논평에서는 ‘활동이론’의 ‘활동체계(Activity System)’를 적용한 예시를 보 여줌으로써 해당 논문의 개선 방향을 제시할 것이다.

The purpose of this paper is twofold; first, to review the research paper entitled “A Strategy for SNS-based Writing Practice to Leverage Less Proficient Students’ Participation and Pedagogical Performance” written by Lee Kwang-Soon and Kim Bong-Gyu in 2014 and second, to suggest an appropriate theoretical framework for the research paper. In this paper, I start with reviewing the research by presenting the implications and limitations. The second part criticizes the theoretical background of the research and proposes to use Activity Theory as a suitable framework. With the application of the activity system to the research, the current critical review shows how useful Activity Theory in explaining the students’ mobile activities and analyzing the research findings.

각자가 가진 모국어 능력을 활용한 외국어 오디오 콘텐츠 플랫폼 개발을 통해 보다 쉽고 재밌으며 또한 편리 하게 외국어를 습득할 수 있도록 하는데 본 연구의 목적이 있다. 이를 위해 실생활에서 사용하는 모국어를 중심으로 오디오 콘텐츠를 거래할 수 있는 플랫폼을 제안한다. 일상생활에서 큰 노력을 들이지 않고 만들어낼 수 있는 콘텐츠 들이 외국어 학습자들에게는 그 언어의 자연스러운 쓰임새를 배울 수 있는 소중한 콘텐츠로 사용되는 것이다. 현재 대다수의 외국어 학습 플랫폼은 콘텐츠 고갈과 낮은 콘텐츠의 실제성의 문제점을 안고 있다. 본 플랫폼을 통해 이러 한 기존 단점들을 개선하여 학습자들에게는 외국어를 보다 현실적이고 효율적으로 배울 수 있는 기회를 부여함과 동 시에 원어민들에게는 여유시간을 활용한 부가수익 창출 기회를 부여할 수 있을 것으로 기대한다.

The purpose of this study is to make it easier, more fun and more convenient to learn a foreign language through the development of an efficient audio contents platform that utilizes each person's native language ability. In order to achieve the goal to produce audio contents centering on the native language used in real life. Contents that are created without much effort in daily life could be used as precious contents for foreign language learners to learn the natural use of the language. Currently, most of the online foreign language learning platforms have problems with the contents depletion and the low practicality of contents. Accordingly, I am expecting this platform improves the existing shortcomings, giving foreign language learners the opportunity to learn a foreign language more realistically and at the same time giving native speakers an opportunity to generate additional revenue by utilizing their spare time.

Despite the rapid advancements in artificial intelligence (AI) technology in education, much remains to be learned on how self-regulated learning (SRL) is facilitated using mobile-based AI chatbots. To fill this gap, our study embarked on an exploratory investigation using a mobile-based chatbot designed to promote SRL behaviors among foreign language learners. The participants in the study were 11 adult foreign language learners from the United States and South Korea who interacted with the chatbot over a four-week duration on their mobile phones. Data were collected from chatbot interaction logs, pre- and post-SRL surveys, and a system usability survey. The findings revealed that learners with higher levels of SRL skill improvement interacted with more comprehensive and targeted responses, including specific learning strategies and reflective thoughts regarding their learning processes. We also found an overall positive perceived usability toward using a mobile-based SRL chatbot and a moderate correlation between perceived usability and SRL skill improvement. Open-ended survey data provided further suggestions on chatbot improvements when developing a chatbot system for scaffolding SRL processes. This work contributes to the burgeoning field of AI in education and provides directions for future research for optimizing chatbot-driven SRL interventions.

It is a tandem learning method that for learners who have learned two different native languages construct a learning group and learn each other's native language in a self-initiative according to the reciprocity principle. Mobile tandem communication is a link between mobile communication and tandem learning. It is a combination of mobile communication and self-directed learning. In this study, we describe the structural characteristics of mobile tandem communication and its usefulness in foreign language learning. Then, in Section 3, we describe the various types of structural conditions of the Chinese learning project using mobile tandem communication conducted by the researchers of this paper experimentally in 2016. The project was attended by Chinese and Korean majors from three Korean universities and three Chinese universities. The program was run from the first semester through the second semester of 2016, with 172 learners of Chinese learning Korean and 172 learners of Chinese learning Chinese. Finally, Section 4 discusses the student attitudes toward mobile tandem communication experience based on the results of the questionnaire survey conducted on the students who participated in the project. Also, we contributed to spreading the foreign language learning method in Korea.