Earticle

Lee, Hyungu. 2014. Effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. Journal of Linguistic Studies, 19(3), 77-103. The purpose of this study is to explore effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. A total of 25 university students participated in this study and a questionnaire with 12 items and an interview with 5 students were administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, 5 students were interviewed for an indepth analysis of this study. The zoom lens model for English reading is used. The results of this study confirm that Jigsaw IV cooperative learning benefits learners' affective factors toward English reading. The findings are as follows; 1) the levels of interest, satisfaction, attitude and motivation showed higher indicators more than M=3.8, 2) the correlation among affective factors had connection with each other, especially, there was a significant correlation between interest and satisfaction. 3) the t-tests of gender and TOEIC score with affective factors were not statistically significant. Based on the findings, some pedagogical suggestions are made for the Jigsaw cooperative learning for an efficient English reading teaching-learning. (Korea Nazarene University)

The purpose of this study is to explore the effects of English teaching-learning on learners' English achievement and affective factors through flipped learning in a university ESP class. A total of 39 university students participated in this study and a questionnaire with 17 items and two open questions are administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, two open questions are also used for an indepth analysis of this study. The results of this study confirm that flipped learning benefits college learners' achievement and affective factors toward English listening and reading. The findings are as follows; 1) The level of students’ English proficiency through flipped learning has significantly increased especially in receptive skills, 2) The students’ satisfaction about flipped learning turned out to be moderately positive. 3) The factors about students’ preview before class and their satisfaction factors about flipped learning were found to be positively correlated. 4) The students’ satisfaction factors about flipped learning were found to be also somewhat correlated. Based on the findings, some pedagogical suggestions are made for flipped learning for an efficient English teaching and learning on the college level in Korea

본 연구는 베트남 유학생들이 한국어 관용표현을 습득하는데 있어 미치는 요인에 대하여 살펴보았다. 통계월보(2025)에 따르면 현재 우리나라에 중국유학생 약 70,888명 베트남 유학생들은 80,343으로 중국유학생 보다 베트남 유학생의 인원이 더 많음에도 불구하고 중국어권 학습자에 대한 연구는 높으나 베트남 학습자들에 대한 연구는 부족한 실정으로 나타나고 있다. 따라서 본 연구에서는 베트남 유학생들을 대상으로 대한민국에 거주하고 있으며 G지역의 대학교에 재학 중인 베트남 학습자 로 총 123부의 자료로 분석하였다. 검사 도구는 강원구(2014), 김애심(2017), 우림(2018)의 검사지를 토대로 논문을 수정·보완하여 구성하였다. 1차 조사는 2025년 4월 7일 - 4월 29일까지 학생 35명을 대상으로 실시하였으며, 2차 본 조사는 2025년 6월 01- 6월 20일까지 실시하였다. 확정된 설문의 내 용은 연구 대상자들의 이해를 돕기 위해 베트남어로 작성하였으며, 한국어 박사 2인과 협의를 거쳐 수 정·보완하여 사용하였다. 변인 간의 관련성을 파악하기 위하여 Pearson의 적률상관관계 분석 방법을 이용하여 상관계수(Correlation coefficient)의 수치를 확인하였으며, 다중회귀분석(Multiple Regression Analysis)을 통해 관용표현 습득 요인이 한국어 관용표현 사용 능력에 미치는 영향을 파악 하였다. 외국어 습득에 영향을 미치는 선행 연구들을 토대로 관용표현 습득의 하위 요인을 인지적, 정 의적, 문화적 요인으로 나누어 분석하였다. 분석 결과, 베트남 유학생들의 정의적 요인에서는 유의미한 결과를 얻지 못하였으나 인지적, 문화적 능력이 높을수록 관용표현 활용 능력에 유의한 영향을 미치는 것으로 나타났다. 본 연구 결과를 토대로 실제 교육 현장에서 활용할 수 있는 구체적인 교수-학습 개 발이 필요하겠으며, 후속 연구에서는 다양한 변수 설정과 실제 교육적 적용 방안 마련이 요구되기를 기대한다.

This study examined the factors that influence Vietnamese students' acquisition of Korean idioms. According to the Statistics Monthly (2025), there are currently about 70,888 Chinese students and 80,343 Vietnamese students studying in Korea. Despite this, there are more Vietnamese students than Chinese students. However, while research on Chinese-speaking students is high, research on Vietnamese students is lacking. Therefore, in this study, we analyzed data from a total of 123 Vietnamese students residing in Korea and attending universities in Region G. The inspection tool was created by modifying and supplementing the papers of Kangwon-gu (2014), Kim Ae-sim (2017), and Woorim (2018). The first survey was conducted with 35 students from April 7 to April 29, 2025, and the second survey was conducted from June 1 to June 20, 2025. The finalized questionnaire was written in Vietnamese to help the research subjects understand it, and was revised and supplemented through consultation with two Korean language doctors. In order to determine the relationship between variables, the correlation coefficient was confirmed using Pearson's product-moment correlation analysis method, and the influence of factors for acquiring idiomatic expressions on the ability to use Korean idiomatic expressions was determined through multiple regression analysis. Based on previous studies on the influence of foreign language acquisition, the sub-factors of idiom acquisition were divided into cognitive, affective, and cultural factors and analyzed. The analysis results showed that although no significant results were obtained in the definitional factors of Vietnamese international students, higher cognitive and cultural abilities had a significant effect on the ability to use idiomatic expressions. Based on the results of this study, it is necessary to develop specific teaching and learning methods that can be utilized in actual educational settings. It is expected that follow-up research will require setting various variables and establishing practical educational application methods.

본 연구는 중국어 학습자들이 작문에서 겪는 어휘력과 내용 생성의 어려움과 부담 감을 해소하기 위해 시각화 학습 자료인 그래픽 구성도(graphic-organizer)를 활용하여 쓰기 교수⋅학습 모형을 개발하는데 주목적을 두었다. 또한 개발한 쓰기 수업 모형과 수업 활동자료를 교육 현장에 적용한 실험 연구를 통해 학습자들의 정의적 영 역에서의 미치는 효과와 반응을 분석하여 현장 적용 타당성을 검증하고 그 시사점을 제시하고자 한다. 이를 위해 중국어 학습자들을 대상으로 그래픽 구성도를 적용한 쓰 기 교수⋅학습 활동을 설계하여 진행하였다. 실험 연구 수업은 총 35명의 학습자를 대상으로 비교집단 없이 실험집단을 설정하고 단일 집단의 전후 검사를 설계하였다. 수업 참여자의 수준별 차이를 확인하기 위해 실험집단의 사전 TEST 점수의 평균을 바탕으로 상, 하위 두 그룹으로 나누어 14주간 진행하여, 수업 전(pre)-후(post)의 전 반적인 인식과 태도, 정의적 영역(중국어 작문의 자신감, 흥미, 태도 등)의 변화를 비 교 분석해 보았다. 또한, 그래픽 구성도를 적용한 해당 수업의 필요성과 만족도 등을 살펴보고 실제적인 교육효과와 시사점을 제시하고자 한다.

The main purpose of this study was to develop a writing teaching and learning model using graphic organizers, a type of visual learning material, to alleviate the difficulties and burdens of vocabulary and content generation faced by Chinese language learners in their writing. In addition, this study aims to analyze the effects and responses of learners in the affective domain through an experimental research that applied the developed writing class model and teaching activity materials in educational settings, verifying the practical applicability and presenting the implications. To this end, writing teaching and learning activities using graphic organizers were designed and conducted for Chinese language learners. The experimental research class was conducted with a total of 35 learners, setting up an experimental group without a control group and designing a pre-and-post test for the single group. To identify the differences in levels among the participants in the class, the experimental group was divided into upper and lower groups based on the average score of the pre-test over a period of 14 weeks. A comparative analysis was conducted on the overall perceptions and attitudes before (pre) and after (post) the class, as well as the changes in the affective domain (confidence in Chinese writing, interest, attitudes, etc.). In addition, this study aims to examine the necessity and satisfaction of the class applying the graphic composition diagram, and to present practical educational effects and implications.

This study aims to investigate the impact of negative emotions—specifically, shame, guilt, detachment, and externalization (Teimouri, 2018)—on the self-assessed confidence in English proficiency among Korean learners of English. Furthermore, this research seeks to explore potential cross-cultural differences in English learning. A total of 312 Korean learners of English, consisting of 140 high school students and 172 university students, participated in a self-assessment survey that measured four negative emotions and six domains of English language learning. The results were subsequently compared with findings from a previous study on Iranian learners to identify similarities and differences between the two cultures. The findings indicate that Korean learners of English who experience shame regarding their proficiency may find that this emotion enhances their interest and engagement in English learning. In contrast, Iranian English learners used guilt to reinforce responsibility for their learning.

Within the educational system, teachers are being given the responsibility of preparing students for global citizenship in a global society. This study is about global citizenship education in the context of university English classrooms in Korea. Throughout the 2023 spring semester, based on sustainable development goals adopted by the United Nations, the instructor set learning objectives for students in English classroom to prepare them for global citizenship and offered global citizenship related lectures with a focus on sustainable development goals using texts and online content dealing with a variety of issues in the 21st century. A total of 39 university students participated in the study. In addition to the questionnaire which most previous studies focused on, the present study aims to capture English learners’ voice through semi-structured interview as well. The collected data were analyzed quantitatively and qualitatively. It turned out that the students’ overall perceptions and understanding of global citizenship were improved and they showed positive changes in affective factors.

This study aims to explore how the vocabulary size and affective variables effect fluency in English speaking of Korean English learners. In total, 42 university students participated in the study and filled out the questionnaires developed to measure affective variables (WTC, learning motivation, self-efficacy) as well as EIT(Elicited Imitation Test for English speaking) and VST(Vocabulary Size Test). The result from multiple regression analysis revealed that both VST and affective factors were found to have a strong correlation with EIT. One-way ANOVA analysis showed that there are significantly statistical differences between the upper and lower groups in VST, affective variables and EIT. There are also statistical differences between the upper and lower groups in the degree of influence of affective factors, VST and EIT. In the upper group, VST and affective factors had a weaker influence on EIT whereas, in the lower group, they had a greater influence on EIT. Particularly the degree of influence of affective factors on the lower group was stronger than that of the upper group.

The purpose of this study was to investigate college students’ perception on English reading anxiety and examined what factors of the English reading anxiety Korean college students perceived. The quantitative as well as qualitative methodologies were applied for this study. For the survey of the study, a total of 115 college students majoring in English participated in the study, and 9 out of those college students who took courses related to English reading participated in the interview which was the main method of the qualitative study. As a result, this study found that the college students perceived the high level of English reading anxiety and they perceived that their English reading anxiety had negative effects on the process of English reading as well as reading proficiency. According to the study, it was indicated that the college students perceived the reading anxiety factors such as lack of self-confidence, the frequent use of bottom-up reading strategy, insufficient of background knowledge, scarcity of vocabulary items, and grammar knowledge. Based on the results of the study, several implications and limitations were discussed.

The purpose of this study was two-fold: to evaluate the effectiveness of an English program under a practical curriculum for English majors in college and to investigate the relationships among students' perceptions of the program, language learning styles and strategies, perceived and actual improvement in English, and their satisfaction with the program. To this end, the study followed the changes in college students' perceptions of the program and their learning of English for four semesters from their freshman to sophomore years. Questionnaires were administered four times to measure and trace the students' perceived utility of the program, affective attitude, use of language learning styles and strategies, perceived and actual improvement in English, and satisfaction with the program. The results showed a statistically significant increase every semester in actual improvement in the students' TOEIC scores. Compared to their high expectations for improvement, the students' perceived improvement was shown to be the lowest at the end of the first semester, after which it got slowly higher each semester during the 2-year period. However, their overall satisfaction with the program got lower each semester. Native speaker instructors and interactive activities in class were found to positively affect the students' perceptions of program utility and affective attitude, which, in turn, significantly affect the students' use of language learning styles and strategies.

Hong, Young-Suk. 2012. An Effective Peer Grouping in SLL Drawn on Vygotskian Perspective of Peer Interaction. Journal of Linguistic Studies 17(3), 109-126. This paper examines the effects of peer interaction on children’s development, specifically on second language learning in elementary school settings through a literature review. There is a problem to hinder peer interaction in choosing partner, caused by language ability and socio- economic differences. This paper proposes a solution for the problem of active peer interaction during EFL (English as a Foreign Language) classes by investigating the effective ways of group making. I draw on the Vygotskian concept of peer interaction stated as ‘collaboration with more capable peers’ for providing some implications in making groups in the classroom examining several study results. I suggest that teachers should pay more attention to the affective factors such as motivation, emotion, and involvement when they make up peer grouping for activating peer interaction on children’s language learning. I look to Vygotsky not only for the theoretical framework through which to examine these affective factors, but also as a model for teachers who instill confidence in their students by offering caring support. (Jungwon University)

학교 교육을 통하여 창의적인 인간을 양성해야 한다는 요구가 계속되고 있다. 특히 2011 수학과 교육과정 개정에서는 수학적 창의성과 인성을 길러주는데 초점을 두고 있다. 이를 위해 교육 현장에서 학생들의 창의성 개발을 위한 구체적인 방안의 모색이 필요하다. 이에 본 연구에서는 수학적 창의성의 요소를 추출하고, 창의성 개발을 위한 수업 모델을 탐색해 보았다. 먼저, 수학적 창의성에서의 논점과 수학적 창의성의 요소를 인지적, 정의적, 태도적 측면으로 알아보았다. 이러한 요소들은 수학적 창의성 개발 수업에서 창의성 개발에 영향을 주는 요소이며, 창의성을 평가하는 요소가 될 것이다. 이러한 기저를 바탕으로 수학 학습에서 학생들의 수학적 창의성을 기를 수 있는 8가지 수학과 창의성 개발 수업 모델을 제시하였다. 8가지 수학적 창의성 개발을 위한 수업 모델은 수학의 특성과 최근에 강조되는 수학교육 이론 및 창의성 이론을 바탕으로 하였다.

Mathematical creativity is essential in school mathematics and mathematics curriculum and ensures the growth of mathematical ability. Therefore mathematics educators try to develop students' creativity via mathematics education for a long time. In special, 2011 revised mathematics curriculum emphasizes mathematical creativity. Yet, it may seem like a vague characterization of mathematical creativity. Furthermore, it is needed to develop the methods for developing the mathematical creativity. So, the goal of this paper is to search for teaching and learning models for developing the mathematical creativity. For this, I discuss about issues of mathematical creativity and extract the factors of mathematical creativity. The factors of mathematical creativity are divided into cognitive factors, affective factors and attitude factors that become the factors of development of mathematical creativity in the mathematical instruction. And I develop 8-teaching and learning models for development of mathematical creativity based on the characters of mathematics and the most recent theories of mathematics education. These models make it crucial for students to develop the mathematical creativity and create the new mathematics in the future.

Affective factors have been regarded as essential factors for increasing relational strength and satisfaction. If a sort of relationships between consumers and web-based services has been built up due to repetitive usage, then we could assume that affective, as well as cognitive, factor may contribute to explain the consumers’ continuous use. Psychology research has shown that women, more than men, were influenced by affective factors. However, gender – affection – continuance use linkage has not been examined in the context of IT-based service such as web-based service. Hence, the purpose of this paper is to propose an extended ECM which contains affective factor. We also explore gender differences by considering differential impact of cognitive and affective factors on continuance intention. A survey of 235 female and 185 male people taken from various occupations in Korea shows that continuous usage behavior was more driven by affective factor than cognitive factor. Additionally, we found that women were more strongly influenced by affective factor such as intimacy, and that men’s continuous usage decisions were more significantly influenced by cognitive factor such as their perception of usefulness.

This study investigates how voice-chat conditions affect learners’ affective factors. In order to examine the effects of voice-chat conditions on Korean EFL learners’ attitudes towards English language learning and perceptions of voice-chat, 123 college students participated in this study. Participants were divided into two experimental groups: voice-chat with peers and voice-chat with robots. During the 16-experiment week, participants had a chat with either peers or robots. All participants in both voice-chat conditions showed positive attitudes towards English language learning and positive perceptions of voice-chat. Results indicate that both voice-chat conditions are effective in enhancing the learners’ confidence in English speaking, motivation to develop their English language skills, interests in English language learning, and beliefs in the improvement of their English speaking ability. In addition, engagement in voice-chat appears to help learners to reduce their stress and anxiety level. Findings suggest that EFL teachers integrate chat robots into their language teaching process.

본 연구는 정서사건과 정서, 직무만족이 임상간호사의 이직의도에 미치는 영향을 확인하고 이직의도를 감소시 키기 위한 중재 및 전략에 대한 지침을 제공하기 위하여 수행되었다. 정서사건과 정서, 직무만족, 이직의도의 관계는 경로분석을 활용하여 검증하였다. 총 296명의 임상간호사를 대상으로 구조화된 자기보고식 설문지를 통해 수집하였고, 수집된 자료는 SPSS Statistics 24.0과 AMOS 24.0 프로그램을 활용하여 분석하였다. 최종 경로모형은 권장 적합도 수준에 적합하였고, 경로분석 결과, 긍정과 부정사건, 긍정과 부정정서, 직무만족은 이직의도에 통계적으로 유의한 영 향을 미쳤으며, 이 변수들의 설명력은 37.0%이었다. 본 연구는 임상간호사의 이직의도에 미치는 영향요인을 확인하였 으며, 임상간호사의 이직의도를 감소시키기 위한 전략수립에 기여할 것이다.

This research was conducted to investigate the influence of affective events, affect, and job satisfaction on clinical nurse’s turnover intention and to provide guidelines for interventions and strategies to decrease turnover intention. The participants consisted of 296 nurses recruited from three general hospitals in South Korea. Data was collected by a structured self-report questionnaire, and were analyzed using SPSS Statistics 24.0 and AMOS 24.0. The final path model was a good fit for the data based on the model fit indices. In the path analysis, positive events, negative events, positive affect, negative affect, and job satisfaction had statistically significant effects on turnover intention, explaining 37.0% of the variance. This research provided evidence identifying factors influencing turnover intention in clinical nurses. Therefore, findings from this research can be used to design appropriate strategies to decrease the clinical nurse's turnover intention.

The present study investigates affective factors which affect primary English teachers' professionalism. For the analysis of the study, quantitative data was obtained from 576 primary school English teachers who responded to a questionnaire. Qualitative data was also collected from three different focus group interviews and ten individual interviews. A quantitative data analysis shows that collective teacher-efficacy is the best predictor of primary school English teachers' professionalism among the three factors of self-efficacy, organization-based self-esteem, and collective self-efficacy. This result is consistent with interview data which shows that more positive than negative comments are observed in regards to collective teacher-efficacy. Pedagogical implications have been discussed.

본 연구는 산업체 근로자의 구강보건 정의적 요인이 구강건강 행위와 구강건강 삶의 질에 미치는 영향을 파악하 고자 하였다. 충북지역 산업체 5곳 100명을 대상으로 2018년 1월 19일부터 23일까지 단순무작위 표본추출방법으로 선발하여 설문지법으로 조사하였고, 자료분석은 SPSS 18.0을 이용하여 빈도분석, 독립 T검정, 다중회귀분석을 실시하 였다. 그 결과, 구강보건 정의적 요인이 구강건강 행위에 영향을 미치는 것으로 나타났고, 구강보건 실천의지가 높을수 록 구강건강 삶의 질에 영향을 미치는 것으로 나타났다. 이를 통해 산업장 근로자의 구강건강 행위와 구강건강 삶의 질을 증진시키기 위해서는 구강보건 정의적 요인을 변화 시킬 수 있는 효율적인 구강건강프로그램이 개발되어야 한다.

The purpose of this study was to examine the effect that the affective factors of oral health in industrial workers would have on oral health behaviors and quality of oral health life. A survey was performed of 100 subjects selected from 5 industrial companies located in Chungcheongbuk-do through simple random sampling method from January 19 to 23, 2018, using the questionnaires. The data collected from the survey were analyzed with frequency analysis, independent t-test, and multiple regression analysis by using the SPSS 18.0 statistical program. The results showed that the affective factors of oral health had an influence on oral health behaviors and that the influence on quality of oral health life was greater when the oral health practice intention was stronger. Based on aforesaid results, effective oral health programs, conducive to bringing changes to the affective factors of oral health, would need to be developed in order to enhance oral health behaviors and quality of oral health life in industrial workers.

본 연구는 일본제품 불매운동이 일어나고 있는 상황에서 불매운동이 직접적으로 일본산 제품에 대한 평가에 영향을 미치는 지 정치적인 요인, 뉴스 이용, 감성적 반응 등 다양한 요인을 통해 알아본 것이다. 설문조사를 통해 수집한 데이터를 위계적 회귀분석한 결과 일본제품에 대한 기능적 태도에는 정치관여도가 긍정적인 영향을 미치고 있었고 뉴스 이용은 영향을 미치지 못하였다. 소비자 감성 중에는 즐거움이 부정적인 영향을 미치고 있었고 각성과 지배는 긍정적인 영향을 미치고 있었다. 일본에 대한 적대감은 부정적인 영향을 보이고 있었다. 쾌락적 태도에 미치는 영향을 보면 정치관여도와 일본 적대감의 경우 기능적 태도와 같았고 소비자 감성에서도 각성과 지배가 쾌락적 태도에 긍정적인 영향을 미치고 있었다. 다만, 온라인 뉴스 이용이 기능적 태도와 달리 쾌락적 태도에 부분적으로 부정적인 영향을 미치고 있었다. 이는 일본 제품에 대한 불매 운동 와중에 있어서도 일본제품에 대한 기능적인 평가와 쾌락적인 평가에 어느 정도 차이가 존재한다 는 것을 보여준다.

This study explored various factors influencing evaluations on Japanese products. The results showed that utilitarian attitudes are influenced by political involvement. News uses were not statistically significant. For consumers’ emotional responses, pleasure negatively influenced, and arousal and dominance positively influenced utilitarian attitudes. Japan animosity also negatively related to utilitarian attitudes toward Japanese products. Effects of political involvement and Japan animosity on hedonic attitudes showed same results as utilitarian attitudes, and arousal and dominance also had positive effects on utilitarian attitudes. However, online news uses negatively influenced utilitarian attitudes, which was different from the results of hedonic attitudes. Theses results illustrated the products differences between utilitarian and hedonic evaluation when consumers boycott Japanese products.