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This study explores the steps and strategies for implementation of an immersion program through the case study of a private school in Melbourne. Survey method, observation, and interview were employed to understand the process more throughly. Four pratical steps of implementation were suggested: getting the number; sharing ideas; resources; and teacher preparation. Three strategies were also suggested: a clear vision; on-going communication; and the support system.

The purpose of this paper is to explore the practical management of English Camp offered and sponsored by one of the local universities in South Korea. Moreover, the study aims to investigate the native professors and nonnative teaching assistants’ overall perspectives toward the English Camp they actually had managed. To collect data, semi-structured interview throughout the camp and observation were applied. Both native professors and Korean teaching assistants viewed the role of English camp as an important opportunity for students to enhance their interactions with native teachers. Also, it was found that English Camp can play a positive role in enhancing one’s affective domain. Regarding teachers’ suggestion toward the camp, allowing more autonomy on native professors in selecting textbook and designing program was reported. Also, offering systematic training for nonnative teaching assistants was mentioned as well.

Any shifts in language teaching methods throughout history have reflected two popular trends in second language learning: a move toward oral proficiency rather than reading comprehension and a view of human language acquisition as a model for language teaching. With these trends in mind, the Korean government has recently adopted new policies on English education, giving priority to oral proficiency. It has also announced a series of projects to successfully implement its policies, such as English immersion lessons in public schools and teaching English in English. These policies and projects have in turn led to disputes regarding the right or wrong track of English education in general, and immersion programs in public schools, in particular. With these disputes as background, this paper will present alternative solutions to several undecided issues in implementing new projects of English education in Korea.

The purpose of this paper is to study the language policies in free international cities such as Singapore and Hong Kong and suggest what types of language policy should be planned and put into practice in Jeju Free International City. The characteristics common to the language policy of the two foreign countries can be described as bilingualism. For example, Singapore brings up the Singaporeans who are proficiently able to command English and an Ethnic Mother Tongue out of Chinese(Mandarine), Malay and Tamil. Hong Kong focuses its language policy on educating children who can speak both English and Chinese(Cantonese) well. It is advisory that Jeju Free International City should pursue the bilingual policy which aims to train Jeju residents who can speak English for global communication and Korean for roots. In order to drive this kind of language policy called English Plus Korean, first of all, it is necessary Jeju Free International City should establish the English television station, publish the English newspaper, proceed with English immersion programs for Jeju residents, open an English-medium school and so on.

This paper starts with the question of why the outcome of English instruction in Korea remains unsatisfactory despite the prominent introduction of changes in English Education in the 90's. This question leads to the comparison of Baker's FLT and IP as a weak form and a strong form of education for bilingualism, respectively. On the basis of what is observed in this comparison, this paper points out that FLT is greatly responsible for the failure in most cases of English Education in other countries as well as in Korea's English Education. As an alternative to FLT, this paper aims at supporting the expansion of IP, which was originally introduced in Canada more than 40 years ago, spread to many other countries, and is being seriously taken into consideration in Korea. It will be further pointed out that some potential concerns for students' low outcome in their first language skills and content areas that may happen in the implementation of IP would be solved or at least reduced if core features of IP are well abided by as they stand.

This research presents a non-structured, empowered, and activity-oriented English immersion program developed and implemented at a college in an EFL setting. Since its inception in 1995, this program has gone through several changes in its curriculum and format. The participants in this program acquire the target language through being involved in several activities led by native speaking group leaders whose age are about the same as that of the program participants. The pre- and post-program interviews and the program evaluation made by the students and group leaders show that the program has significantly contributed to an increase in the speaking skills of the program participants, irrespective of the short program period. The program deserves the attention of English teaching professionals and researchers working in an EFL environment.

Until the French Canadian Immersion program was studied at St. Lambert in Montreal, Canada, it had been often assumed that bilingual education was unable to develop both communicative competence and support literacy development in a target language. However, since the experiment involving the French Immersion Program (a French and English bilingual education program), a number of schools and countries have not only identified immersion education as a better and more effective bilingual program in this century, but also commonly accept or modify it for their bilingual education contexts. This innovation reflects a belief that speaking more than one language is possible and more easily achievable in childhood. Therefore, it is assumed that this thesis is able to provide advice to language policy makers working at government level as well as educators for the Korean context, regarding the knowledge of bilingualism and bilingual education development and effective practices for bilingual education programs through both literature review and empirical study.

This paper aims at examining the major reasons for the failure of Korean English Education and suggesting a radical change from a traditional grammar-oriented English teaching to an immersion program initially introduced in Canada and spread to other areas of the world. In doing this, first of all, it will be pointed out that as long as English Education remains a form of "mainstream with foreign language teaching," there would be little chance of entering the "outer circle" in Crystal's sense. As an alternative to this, an immersion program will strongly be recommended to be implemented within the Korean context of English Education despite some apparent concerns related to it.

오늘날 기업의 급속한 국제화는 비즈니스 교육 담당자들로 하여금 효과적인 영어 교수 방법을 모색하게 하고 있다. 이러한 요구에 부응하는 강의 형태가 영어 몰입교육으로, 현재 많은 대학들이 이것을 속속 도입하고 있다. 상업계 고등학교 역시 영어 몰입교육을 시작하면 학생들은 효과적으로 영어를 습득할 가능성이 높다. 하지만 많은 상업계 고등학교 교사들은 학생들의 능력, 학습 동기, 교사의 준비 상태 등을 고려해 볼 때 영어 몰입교육의 도입은 적합하지 않다고 주장한다. 이처럼 영어 몰입교육을 도입함에 있어 우선 문제가 되는 것이 학생들과 교사들의 영어 능력과 준비 상태이다. 이 연구는 학생들의 능력이라는 관점에서 영어 몰입교육의 회계학 강의로의 도입가능성을 확인하는 데 그 목적이 있다. 이 연구는 고등학교 현장에서 진행되는 것이 적합하지만, 연구 진행에 따른 제약 요건으로 인하여 S대학 1학년 학생들을 연구 대상으로 삼았다. 이 연구에 필요한 자료는 2008년 1학기 회계원리 수강생들로부터 수집하였고, 연구 결과를 요약하면 다음과 같다. 첫째, 영어시험 평균 응시 횟수는 일반계 고교 졸업생이 상업계 고교 졸업생보다 크게 나타났는 데, 이것은 통계적으로 유의한 결과이다. 둘째, 회계원리 시험을 3회 이상 영어로 본 학생들의 회계원리 성적을 출신고별로 분석하면 상업계 졸업생의 평균이 일반계 졸업생의 평균에 비하여 높게 나타났는데, 통계적으로는 두 집단 간의 차이를 발견할 수 없었다. 셋째, 영어 회계 용어 시험에서는 상업계 졸업생의 평균이 일반계 졸업생의 평균보다 낮았으나 통계적으로는 두 집단 간의 차이를 발견할 수 없었다. 넷째, 수학능력 시험 응시 여부는 영어 시험에 응시한 횟수, 회계원리 점수, 영어 회계 용어 시험 성적 등에 통계적으로 유의한 차이를 발생시키지 않았다. 이러한 연구 결과는 상업계 고교 졸업생들이 일반계 고교 졸업생들에 비하여 영어 강의와 시험에는 소극적으로 참여하지만, 일단 참여를 시작하면 일반계 졸업생들과 같은 정도의 성과를 거둘 수 있다는 사실을 보여주고 있다. 이것은 영어 몰입교육이 상업계 고등학교 회계교육으로 도입될 가능성이 있음을 시사하고 있다.

Rapid changes in educational and industrial environments surrounding business and information high school have led business educators to seek for effective English instruction methods. English immersion program(EIP) is being introduced in many universities as a way of improving students' English skills. If business high schools introduce EIP successfully, high school students will improve their English skills easily in their accounting classes and schools will strengthen their competitiveness. Main purpose of this study is to explore the possibility of EIP in accounting class of high school, focused on the case of the Department of Tax Accounting at S College. Data for this study were collected from 204 accounting students who joined Accounting Principle class in the Spring of 2008 in which elementary EIP was being applied. Students were able to choose between English and Korean test paper. The research results can be summarized as follows; (1) The average number of taking English examination of general high school graduates was more than business high school graduates. The difference was significant in the confidence level of p<.05. (2) The academic achievements of business school graduates were higher than general school graduates. But the statistical difference between two groups was not found. (3) English accounting vocabulary test was given to all students to check students' English skill obtained by EIP. The average score of general school graduates was higher than business school graduates. But the statistical difference between two groups was not found. (4) Korea Scholastic Aptitude did not influence statistically on the average number of taking English examination, the academic achievements, the average score of English accounting vocabulary test among business high school graduates.

PURPOSE: The purpose of this study was to investigate the effect of multimodal intervention through VR (virtual reality)-based immersion program on the cognitive function and brain activity of patients with mild cognitive impairment. METHODS: The subjects of the study were 10 people in the experimental group who applied a complex intervention that performed cognitive tasks using the movement of the upper extremities through the VR program, and 10 people in the control group who received traditional occupational therapy. After the study intervention was applied 5 times a week, 30 minutes a day for a total of 8 weeks, LOTCA-G(Lowenstein Occupational Therapy Cognitive Assessment for Geriatric Population) and NIRSIT LITE were used to compare. RESULTS: Significant differences in cognitive function and brain activity were noted between the pre- test and post-test in the experimental group. Brain activity showed statistically significant differences in four channels of the working memory domain and one channel of the metacognitive domain (p < . 05). Comparative analysis of the difference between the two groups revealed statistically significant differences in cognitive function and brain activity. The brain activity showed statistically significant differences in three channels of the working memory domain and one channel of the metacognitive domain (p < .05). CONCLUSION: Through the results of this study, it was found that the complex intervention of performing cognitive tasks using upper extremity movements through the VR program had a positive effect on the cognitive function of patients with mild cognitive.

The purpose of this study is to investigate the effects of short-term English camp participation on some affective factors and students’ school activities. The subjects participating in this research totaled 160, including 15 elementary school teachers and 67 students’ parents. The students took part in the 5 night-6 day English camp held by a regional university, financially supported by a regional government. The results are as follows: First, the camp helped to increase students’ interest in English. Second, the camp had a positive effect on enhancing students’ self-confidence in English and the understanding of their teachers’ native English. Third, the majority of the students were satisfied with the camp textbook, facilities, and class organization. When it comes to the effects of short-term English camp on the students’ school activities, the camp also has a great effect on their attitudes towards the classes in school. The students who participated in the camp reportedly showed more active participation in their English class with more self-confidence than in the past. In addition, it was claimed that some students showed better capacity for self-expression in English. In conclusion, the English immersion program proved to be one effective program for students of a rural area’s elementary school, providing them with opportunities to have a good experience in taking native English speakers’ classes.

This study explores an exemplary case of an English immersion program originally initiated by some primary school teachers. It investigates how an immersion education was initiated by the members of an English teachers" study group and later supported by a provincial office of education. The contents of the program and the three examples of immersion classes are briefly illustrated and commented. The innovative endeavors for the successful execution of the immersion classes include the use of the daily morning English practice and various ways of exposing students to English. It was found from the interview conducted with 5 immersion teachers that the strong motivation of the immersion teachers was the first empowering factor for this program and the appropriate financial and administrative help from the provincial office of education was another crucial one. Several practical problems from implementing the immersion program are also reported. From these results and findings some suggestions are made for better ways for implementing immersion programs in elementary schools.

본 연구는 스포츠 전공 대학생-교수가 인식하는 비교과프로그램의 교육성과 및 전공몰입에 대한 영향력을 파악 하기 위해 2023년 9월 1일 ~ 2024년 6월 19일까지 커플 데이터(A, B형)형식으로 총 63행(126명 : 학생 63명, 교수 63명) 을 편의표본 추출하였다. 자료처리는 SPSS와 AMOS 25.0 프로그램을 이용하여 결과를 도출하였으며, 연구 결과 첫째, 학생이 인식하는 비교과프로그램 교육성과가 높을수록 학생 전공몰입도 높아지는 것을 알 수 있다. 또한, 교수가 인식하 는 교육성과가 높을수록 학생의 전공몰입도 높아지는 것을 확인하였다. 둘째, 교수가 인식하는 비교과프로그램 교육성과 가 높을수록 전공몰입도 높아지는 것을 확인하였고, 학생의 교육성과가 교수의 전공몰입에 영향을 미친다는 결과를 확인 하였다. 다시 말해, 대학 교육 질을 관리하는 것의 중요한 평가 기준으로 작용하고 있고, 특히 비교과프로그램은 스포츠 현장과 연계한 교육과정은 전공에 대한 만족뿐만 아니라 진로 행동에도 높은 수준의 영향력이 있음으로 다각적 설계, 개발 이 필요하다

In this study, a total of 63 rows (126 students: 63 students, 63 professors) were conveniently sampled in the form of couple data (A, B) from September 1, 2023 to June 19, 2024, in order to understand the influence of educational outcomes of non-subject programs recognized by sports majors and professors on major commitment. Data processing was derived using SPSS and AMOS 25.0 programs, and the results of the study are as follows. First, it can be seen that the higher the educational outcomes of non-subject programs recognized by students, the higher the student's major commitment. In addition, it was confirmed that the higher the educational outcomes perceived by the professor, the higher the student's major commitment. Second, it was confirmed that the higher the educational outcomes of comparative programs recognized by the professor, the higher the major commitment, and the result that students' educational outcomes influence the professor's major commitment was confirmed. In other words, it is acting as an important evaluation criterion for managing university education quality, and in particular, the curriculum linked to the sports field has a high level of influence on career behavior as well as satisfaction with the major, so multilateral design and development are necessary.

Purpose: This study examined the effects of a virtual reality (VR)-based self-directed practice program for indwelling catheterization on the practice immersion, performance confidence, and practice satisfaction of nursing students. Methods: A quasi-experimental study employing a non-equivalent control group pretest?posttest design was conducted with 59 nursing students. The experimental group (n = 26) performed VR-based, self-directed practice, while the control group (n = 33) conducted conventional mannequin-based practice. Data were analyzed using generalized estimating equations, independent t-test and the Mann?Whitney U test. Results: A significant group-by-time interaction effect was observed for performance confidence (Waldχ² = 6.88, p = .009), indicating a greater improvement in the experimental group. Practice immersion was significantly higher in the experimental group than in the control group (t = 2.31, p = .025). However, no significant difference was observed in practice satisfaction between the groups (Z = -0.07, p = .944). Conclusion: The VR-based self-directed practice program effectively enhanced performance confidence and practice immersion of nursing students. VR simulation is recommended as a valuable educational strategy to complement conventional mannequin-based practice in self-directed learning environments.

[목적] 본 연구의 목적은 지자체가 운영하는 파크골프 교육프로그램 참여경험이 사회적 자본(신뢰, 교류, 소속감)에 미치는 영향을 규명하고, 이 과정에서 참여몰입의 매개효과를 검증하는 데 있다. [방법] 2025년 3월부터 4월까지 약 4주간 서울시, 광주광역시, 춘천시 등 지역자치단체 및 기초자치단체에서 운영 중인 파크골프 교육프로그램 참여자 를 대상으로 설문조사를 실시하여, 최종 320부를 결과분석에 사용하였다. [결과] 첫째, 파크골프 교육프로그램 참여 경험은 사회적 자본(신뢰, 교류, 소속감)에 유의한 정적 영향을 미쳤다. 둘째, 참여경험은 참여몰입을 유의하게 예측 하였다. 셋째, 참여몰입은 사회적 자본의 세 가지 하위요인 모두에 정적 영향을 주었다. 넷째, 참여몰입은 참여경험 과 사회적 자본 간 관계를 유의하게 매개하였다. [결론] 이러한 결과는 파크골프 교육프로그램이 단순한 여가스포츠 활동을 넘어 지역사회 신뢰, 교류, 소속감을 강화하는 사회적 자본 형성의 장(場)으로 기능할 수 있음을 시사한다. 또 한 지자체가 운영하는 체육교육 정책이 고령화 사회에서 주민의 건강뿐 아니라 공동체 강화를 위한 효과적 수단이 될 수 있음을 보여준다.

[Purpose] The purpose of this study was to examine the effects of participation in municipal park golf education programs on social capital—trust, interaction, and sense of belonging—and to verify the mediating role of participation engagement [Method] For about four weeks from March to April 2025, a survey was conducted on participants in the park golf education program operated by local governments and basic local governments such as Seoul, Gwangju, and Chuncheon, and the final 320 copies were used for result analysis. [Result] First, participation experience in park golf education programs had a significant positive effect on all dimensions of social capital (trust, interaction, belonging). Second, participation experience significantly predicted engagement. Third, engagement exerted significant positive effects on trust, interaction, and belonging. Fourth, engagement significantly mediated the relationship between participation experience and social capital. [Conclusion] These findings suggest that park golf education programs function not only as leisure sports activities but also as a platform for enhancing social capital by strengthening trust, interaction, and belonging among community members. Practically, municipal education programs can serve as an effective policy instrument for promoting both health and community cohesion in an aging society.

Lee, Eunjung & Kim, Changsoo. “Educational Effects of Intensive English TOEIC Program for University Students.” Studies in English Language & Literature. 40.2 (2014): 215-230. This study aims at analyzing the educational effects of intensive English TOEIC program for university students. This program was designed in 2012 to help university students achieve high scores of TOEIC. The purpose of this intensive program composed of 5 weeks is to increase TOEIC scores that are important for getting a better job. Every student who participated in this intensive TOEIC program stayed in a dormitory and their TOEIC scores were measured through Pre-test and Post-test. This intensive program started during the summer or the winter vacations each and from 1st program to 4th program, the TOEIC scores of all participants were greatly increased. The result of this study indicated that intensive English program was an effective way to improve the TOEIC scores of university students for a short time and strategies of English learning. (Konyang University)

This study reflects the best approach to a short-term English Immersion Program. In order to overcome the restrictions that the Korean English education system has, English camps for students have been proposed by the Korean Education system as a solution for improving Korean students’ English ability. The purpose of this research is to analyze the characteristics of a short-term English Immersion program during a middle school English camp. This study was conducted at an Institute in C province, during a short-term English camp for middle school students, including dormitory residency. This research focused on three different sections: Firstly, the TBL classes that are taught by a native English-speaking teacher. Secondly, the research also looked at EEC activities, which are co-teaching classes that are taught by a Korean teacher and a native English-speaking teacher. Thirdly, the research focus covered communicative activities that are carried out by all students and every teacher during each and every camp. Communicative activities include icebreakers, performances, sporting events, fun farewell and journal writing. However, there were some questions raised regarding this. The specific research questions for this study are as follows: First of all, what do students feel most comfortable with among the three different situations? Secondly, do they experience some changes within themselves? With these questions in mind, this study will progress so as to analyze this program. Over a period of four days, students encounter three different kinds of learning situations as we’ve mentioned. Students who take part in this Immersion program are from different kinds of schools. At first, they feel nervous and embarrassed with many native English-speaking teachers and their challenge of having to speak English. However, at the end of the camp, students are all satisfied with this program. Their anxieties are decreased and their motivation to study English is increased. Contrary to our expectations, when students encounter native English-speaking teachers without a Korean teacher, students feel confident as well. The following are suggestions based on these research findings. This study was conducted on students who are chosen to study English outside their normal school environment. Korean students have little trust in their conventional public school teaching and learning environment and seek alternative methods of learning English. The Korean government should encourage and grow public Institutes and plan more immersion programs in order to save parents money that is currently being spent on private academies. Furthermore, this immersion camp should be strongly recommended as an alternative to EFL English education. This paper would also recommend the introduction of a new curriculum that could be applied to Korean students as well as adult learners.