Earticle

본 논문에서는 ‘일본어쓰기연습’ 수업에 피어레스폰스를 적용한 교수 설계 과정및 실제 수업에 피어레스폰스를 도입한 결과에 대하여 고찰하였다. 피어레스폰스를 도입한 ‘일본어쓰기연습’ 수업에 대한 만족도와 피어레스폰스에 대한 학습자의 인식을 알아보기 위하여 설문조사를 실시한 결과, 학습자의 대부분은 피어레스폰스 활동에 적극적으로 참여하였으며 피어레스폰스에 대한 만족도가 상당히 높았다. 또한, 다른 구성원들에게 일본어를 가르쳐 주거나 다른 구성원의 코멘트 등은 일본어 작문 능력 향상에 도움이 되었다고 인식하는 학습자가 많았다. 그러나 학습자 가운데는 피어레스폰스 활동에서 자신의 일본어 능력 부족으로 어려움을 겪는 경우가 많았으며 어색한 분위기 속에서 다른 친구들이 쓴 작문에 대하여 코멘트를 하는 것 자체를 부담스럽게 느끼는 경우가 있다는 것을 알 수 있었다.

This study examined the instructional design process that applied peer response to “Japanese writing practice” class and the results of introducing peer response to the actual class. To this end, a survey was performed to determine the satisfaction of the “Japanese writing practice” class that introduced peer response, and the learners' perception of peer response. As a result, most of the learners actively participated in peer response activities, and their satisfaction with the peer response was quite high. In addition, many learners responded that teaching Japanese to other class members or comments from other members helped improve their Japanese writing skills. However, it was found that among the learners, there were many cases of difficulties in peer󰠏response activities due to their lack of Japanese skills, and in such an awkward atmosphere, they felt uncomfortable commenting on the writings written by other members.

This paper reports on conversation lessons that do not use a textbook. Usually, conversation lessons generally use a textbook and adopt methods such as pair work, group work, speeches, and roleplaying, but the author instead conducts lessons all in Japanese without using a textbook. The lessons are developed by deciding on an omnibus topic for each session. However, the topics consist mainly of items that often appear in the JLPT, such as “sequential order,” “schedules,” “weather forecasts,” and “street directions.” Since the lessons are also in preparation for the JLPT, consistency has not been ensured between sessions. With this background, this paper particularly emphasizes the “imaginary conversations” method. In this method, students create imaginary plans, such as “travel plans” or “moving plans,” and hold discussions to determine the date, schedule, and other details together. The advantages of this method are that students can use all their previously learned basic grammar skills and it gives them equal opportunities to speak.

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)

Despite an increase in research on the effects of cooperative learning (CL) on EFL learning, few studies explore the processes occurring within the use of CL and even fewer depict challenges with CL implementation. To address that gap, this qualitative multi-case study explored the important roles that individual accountability − CL’s key principle − play in enhancing EFL learning and was guided by the following question: How does missing the activities that demonstrate individual accountability in CL affect EFL learning? Data were generated by participant observations, in-depth interviews, and document analysis to conduct an empirical examination of what teachers and students experience, namely that while CL was part of teacher participants’ instructional practice, the procedures of some selected CL structures were only partially followed by these teachers. When CL was not implemented with fidelity, performances of individual accountability in home groups and peer interactions were missed. With a Cultural-Historical Activity Theory lens, this analysis provides a portrait of tensions in the CL implementation, such as one between EFL learners (subjects) and the EFL classroom (community); it was evidenced by the learners having peer preference, i.e., taking the attitude that not all of their peers could be their resource person.

Research shows that cooperative learning (CL) supports foreign language learning (e.g., Almuslimi, 2016; Wei & Tang, 2015). However, there is little research demonstrating how CL works and, specifically, how it promotes learning, particularly individual accountability, which is a principle in CL. This article reports on part of a larger study that aimed to fill this gap by exploring the roles of individual accountability in CL in enhancing EFL learning. The study involved two secondary school EFL teachers, with 77 students in their classrooms, and four focus students. Analysis of data from participant observations, in-depth interviews, and document analysis shows that individual accountability manifests itself in a series of activities from individual, group, and class presentations as well as other peer interactions. The findings also showed that the learners had more opportunities to interact and had more interactions with their peers during CL than during conventional group work (i.e., students simply completing non-CL activities in groups). Opportunities for student-student interactions in CL activities, absent in the conventional group work, may have contributed to the EFL learners’ communicative competence. However, teachers new to CL should follow the preset procedures for CL strategies to promote individual accountability and understand how these activities benefit students.

이 연구는 이웃의 환경이 어린아동들과 청소년들의 마리화나 사용에 미치는 영향에 대 해 분석한 연구이다. 이 연구의 분석을 위해서 에이커스가 제안한 사회구조와 사회학습이 론이 이론적 배경으로 사용되었다. 이 연구는 특히 에이커스의 이론 중 중요한 몇 가지 가 정을 검증하는 데 집중한다. 사회구조와 사회학습이론 중 친구들과의 차별적 접촉의 영향 이 어린아동들과 청소년들의 마리화나 사용에 영향을 미치는 데 환경적 영향을 중재하는 지 여부를 검증하고자 하는 목적이 있다. 특히, 차별적 접촉의 영향이 이미 비행을 저지르 는 나쁜 친구들과의 차별적 접촉이 증가할 때, 비행이나 약물남용의 가능성이 높아진다는 것은 잘 알려져 있으나, 준법적이고 모범적인 친구들과의 차별적 접촉의 경우, 비행이나 약물남용의 가능성이 낮아지는 지 여부에 대해서는 연구가 거의 수행되지 못하였다. 따라 서 이 연구에서는 에이커스 이론 가운데 이 부분에 대한 검증에 초점을 맞추었다. 이 연구 에서는 미국 시카고의 범죄와 환경에 관한 대형 연구프로젝트인 PHDCN의 연구에 사용 된 데이터를 사용하여 총 1,791의 어린아동들과 청소년들을 대상으로 다중회귀분석기법을 사용하여 분석하였다. 연구결과, 사회구조와 사회학습이론에 대한 제한적이지만 일반적으 로 지지하는 결과가 나타났다. 즉, 분석결과 차별적 접촉의 영향이 어린아동들과 청소년들 의 마리화나사용에 대해 영향을 미치는 데, 이론에서 주장한 바와 같이 중재하는 역할을 할 뿐만 아니라 조정하는 역할도 하는 것으로 나타났다. 이 연구의 공헌과 앞으로의 연구 의 방향 등에 대한 논의 등이 결론과 논의 부분에서 제시되었다.

This study investigates the effects of neighborhoods and different peer association on children and adolescents’ marijuana use. For doing so, this study utilized Akers’ SSSL (Social Structure and Social Learning) model to understand the relationship and partially test the SSSL model. Especially, this study has purposes to examine the mediation effects of one of core propositions of the differential association with deviant friends as well as conforming peers on marijuana use. The SSSL model, theoretically, predicts that differential association with deviant peers as well as with conforming peers mediates social disorganization of neighborhoods on adolescent drug use in a different direction. Using the data from 1,791 children and adolescents residing in Chicago, this study used multilevel regression analysis with robust standard error. The findings of the study suggests mixed supports for the SSSL model. That is, the results indicates there are not only mediation effects but also moderation effects of differential association on children and adolescents' drug use in the data. Contributions and suggestions for the future studies were discussed in result and discussion.

본 연구는 교류형 일본어 작문 수업의 중･장기적 영향을 연도별로 비교하여, 교실 내 피어 러닝과 일본 학생들과의 원격 협동 수업이 학습자에게 미치는 효과를 다각적으로 분석하였다. 수업 종료 1~5년 후 실시한 설문(33명)과 인터뷰(10명)를 바탕으로 학습관의 변화, 학교생활에서 의 참여 양상, 진로･미래 지향의 변화를 중심으로 검토한 결과, 두 수업 형식 모두 일본어 사용 자신감과 의사소통 의지를 높였다. 한편 원격 협동 수업은 연도 전반에서 일본 사회･타문화에 대한 관심과 일본 관련 진로 탐색을 보다 뚜렷하게 촉진하였고, 학습을 사회적 상호작용 속에서 공동 구성하는 과정으로 재해석하게 하는 경향이 강하게 나타났다. 이는 협동 기반 과제가 단기 성취를 넘어 중･장기적으로 폭넓은 학습 효과를 낳으며, 그 양상이 수업 형식과 코호트에 따라 달라질 수 있음을 시사한다.

This study investigates the medium– and long–term impacts of interaction–based Japanese composition classes through a year–by–year comparison of two formats: classroom–based peer learning and telecollaboration with Japanese students. Follow–up surveys (n = 33) and interviews (n = 10), conducted 1–5 years after course completion, were analyzed from multiple perspectives, including changes in learners' views of learning, campus engagement, and career orientation. Results show that across years both formats increased learners' confidence and willingness to use Japanese. In contrast, telecollaboration more consistently fostered interests extending beyond language learning—such as engagement with Japanese society, other cultures, and Japanese–related future trajectories—and promoted the perception of learning as a socially co– constructed process. These findings suggest that sustained collaborative tasks can yield multifaceted, longer–term outcomes that extend beyond immediate writing performance and these effects differ by instructional format and the student cohort.

본 연구는 간호교육에 적용한 동료학습이 간호대학생의 자기주도 학습능력, 학업적 자기효능감, 학업성취도에 미치는 효과를 확인하기 위해 진행되었다. 연구설계는 비동등성 대조군 사전-사후 설계이며, 연구 참여에 동의한 G대 학교 간호학과 재학생 중 총 229명을 대상으로 하였다. 정규수업 종료 후 실험군(N=117)에게는 10주 동안 매주 1회 이상의 동료학습 프로그램을 적용하였고 대조군(N=112명)에게는 10주 동안 개별 자율학습을 진행하게 하였다. 수집 된 자료는 SPSS/WIN 21.0을 이용하여 기술통계, X2-test, independent t-test로 분석하였다. 연구결과 실험군에서 자기주도 학습능력(t=6.50, p<.001), 학업적 자기효능감(t=2.01, p=.046), 학업성취도(t=4.98, p<.001)가 대조군에 비 해 유의하게 높은 것으로 확인되었다. 본 연구결과를 통해 동료학습이 간호대학생에게 미치는 긍정적인 영향이 확인되 었으므로 간호교육의 교과 외 활동 설계 시 유용한 기초자료로 활용될 수 있을 것이다.

This study conducted to investigate the effects of Peer-Assisted Learning(PAL) applied to nursing education on self-directed learning ability, academic self-efficacy, and academic achievement of nursing students. The research design was a pre-post-post design with an inequality control group, and a total of 229 students from G University who agreed to participate in the study were included. After the completion of regular classes, the experimental group(N=117) was given a PAL program at least once a week for 10 weeks, and the control group(N=112) was given individual self-learning for 10 weeks. The collected data were analyzed using descriptive statistics, X2-test, and independent t-test using SPSS/WIN 21.0. As a result, self-directed learning ability(t=6.50, p<.001), academic self-efficacy(t=2.01, p=.046), and academic achievement(t=4.98, p<.001) were higher in the experimental group than in the control group. As the positive effect of peer learning on nursing students was confirmed through the results of this study, it can be used as useful basic data when designing extracurricular activities for nursing education.

무들은 다양한 온라인 학습 활동을 지원하는 대표적 LMS 시스템으로 오랜 기간을 통하여 다양한 교육방법에 최적 화된 여러 가지 학습 활동들을 갖추고 있다. 본 연구에서는 블렌디드 러닝을 운영하는 방법으로서 무들에서 지원하는 퀴즈 활동, 상호 평가 활동과 수학 지원 웹 기반 애플리케이션인 Geogebra를 활용하여 수업을 운영한 내용을 기반으 로 이 수업 방식에 대한 효과와 학습자들의 설문 분석을 통하여 효율적이고 효과적인 블렌디드 학습 운영 경험을 공유 하고 개선 방향을 제시하고자 한다.

Moodle is a famous LMS system that supports a variety of online learning activities. It supports many kind of learning activities that can be adaptable to various teaching methods because of its long time development. In this study, Moodle quiz activity and peer review called Moodle workshop, and Geogebra are used for a blended learning class. A survey for the effectiveness of each components is also collected. The blended learning methodoldy will be shared with the anaysis of the learner survey for the blended class learning activities to reflect and impove the current methodology.

Purpose: This study examined the effects of peer assisted learning (PAL) using video recordings in standardized patients (SP) simulation. Methods: A mixed-method approach was adopted, in which quantitative data were supplemented with qualitative data. Research participants consisted of 49 nursing students, 24 of whom were assigned to the experimental group, and 25 to the control group. The 12 item instrument was used to measure perioperative care knowledge, while performance confidence was assessed with the 10 item questionnaire, and clinical critical thinking skills with the Clinical Critical Thinking Skill Test (CCTS). Qualitative data were collected using a reflective journaling and in-depth interviews. Results: Participants in the experimental group exhibited significantly higher levels of knowledge than those in the control group (t=5.43, p<.001), and were significantly more confident in their performances (F=52.33, p<.001). However, no significant differences were found between the experimental and the control groups with regard to CCTS (t=0.72, p=.477). A qualitative content analysis was conducted using the interview and reflective journaling data, in which six major themes were elicited from three codes. Conclusion: PALemploying video recordings is expected to be utilized as a teaching and learning strategy in simulation-based nursing practicum with greater frequency and longer period, given the positive effects observed in this study.

이 연구에서는 학교스포츠클럽 참여 중학생의 학습태도와 또래관계를 규명하기 위하여 학교스포츠클럽 참여 중학생을 모집단으로 선정하여 설문조사를 실시하였다. 총188부의 설문자료를 최종분석에 사용하여 다음과 같은 결론을 얻었 다. 첫째, 학교스포츠클럽 참여 중학생의 학습태도와 또래관계의 상관관계는 하위변인 모두에서 정적 상관관계가 나타 났다. 둘째, 학습태도와 또래관계를 분석한 결과, 학교스포츠클럽에 참여하는 중학생들은 학습태도의 하위변인 중 흥미 성, 자율성, 자신감은 지도성에 정적 영향을 미쳤다. 셋째, 학습태도의 하위변인 중 흥미성, 자율성, 자신감, 유용성은 경 쟁심에 정적 영향을 미쳤다. 넷째, 학습태도의 하위변인 중 흥미성, 자율성, 유용성은 적대감과 신뢰성에 정적 영향을 미 쳤다. 이 연구결과에서 볼 수 있듯이 학교스포츠클럽에 참여하는 중학생들의 학습태도는 또래관계에 직접적인 영향을 미치고 있음을 알 수 있다.

In this study, in order to find out the learning attitude and peer relationship of the middle school students who participate in the school sports club, we conducted a survey by selecting the middle school students who participate in the club as a population. In total, 188 copies of survey data have been utilized in final analysis and to obtain the following results. First, the correlation between the learning attitude and peer relationship of the middle school students participating in school sports club was shown to have a static correlation in all of its sub variables. Second, the result of analysis of both learning attitude and peer relationship indicated that among the sub variables of learning attitudes of the middle school students participating in school sports club, interests, autonomy, and confidence have a static effect on leadership. Third, among the sub variables of learning attitudes, interests, autonomy, confidence, and usefulness have a static effect on a sense of competition. Fourth, among the sub variables of learning attitudes, interests, autonomy, and usefulness have a static effect on the hostility and reliability.

본 연구의 목적은 협력학습 기반 수업에서의 동료평가에 대한 수업 만족도를 분석하는 것이다. 협력학습 기반 수업에 서 동료평가를 위한 수업 절차 설계, 동료평가 유형과 문항 개발, 동료평가 실시, 수업만족도 조사 및 분석하여 교육적 시사 점을 도출하고자 하였다. 연구대상은 문제중심학습과 프로젝트 기반 수업으로 선정된 협력학습 기반 수업 참여자를 대상으로 하였다. 협력학습 기반 수업에서의 동료평가에 대한 수업 만족도는 수도권 소재 A대학에서 협력기반 수업 참여자 168명을 대상으로 설문조사를 진행하였다. 연구도구는 동료평가를 위한 협력학습 절차는 팀 구성, 과제 수행 계획, 과제수행, 중간평 가, 과제 수행 완료, 발표 및 평가, 자기평가로 설계하였고, 동료평가는 팀내. 팀간 평가로 유형화 하였고, 단계별 동료평가 문항을 설계하였다. 동료평가 문항의 내용타당도는 전문가 12인의 CVR로 평정하였다. 연구결과에서 동료평가의 수업만족도 는 평균 4.05(SD=.91)로 높게 나타났고 수업의 집중, 수업의 성실성, 자발성, 학습 분위기의 순으로 나타났다. 수업 만족도 수준 차이 검증 결과, 성별과 학년에서는 차이가 나타나지 않았으며, 수업 유형에서는 문제중심학습이 프로젝트기반 학습에 비하여 만족도 수준이 높게 나타났고 통계적으로 유의미하였다. 본 연구의 결과는 고등교육에서의 동료평가 적용 및 확대를 위한 수업설계와 운영의 시사점을 제공하는 데에 의의를 가진다.

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

본 연구는 통합학급에 다니는 학습장애 아동의 사회성측정(sociometry) 특징과 또래관계망(peer group network)의 성질을 분석하여 이들의 학교적응을 돕는데 필요한 중재전략을 수립할 목적으로 연구되었다. 연구대상자는 부산, 경남, 울산, 경북의 16개 학급에 속한 16명의 남녀 학습장애 아동이었다. 연구대상 아동을 성별로 분리하여 한국에서 개발된 사회성측정과 사회인지도(social cognitive map) 분석법을 적용하여 자료를 처리한 결과, 성별에 관계 없이 학습장애 아동은 모두 사회적지위(social status)가 낮고 학급에서 배척된아동(rejected children)으로 나타났다. 또한, 학습장애 아동의 절반은 외톨이로 판명되었을 뿐만 아니라 친구집단이 있다고 하더라도 대화의 중심에 위치하지는 못할 것으로 전망되었다. 이런 결과는 기존의 서양 연구 결과와 유사하였으며 특히, 여자 학습장애 아동은 본 연구의 모든 측면에서 부정적으로 나타나 통합학급 생활이 매우 힘들 것으로 전망되어 특별한 관심과 중재전략이 요구되었다.

The study analyzed sociometry characteristic and peer group networks of children with learning disabilities in inclusive class, and aimed to establish intervention strategy necessary to help them adapt to school. Study subjects consisted of 16 male and female children with learning disabilities in 16 classes in Busan, Gyeongnam, Ulsan, and Gyeongbuk. For data processing, the children were first divided according to gender, then sociometry analysis technique and Social Cognitive Map analysis developed in Korea were applied. As a result, it was found that all the children with learning disabilities were low in social status and reported experiencing rejection from others regardless of gender. Half of the children were found to be a isolated even though they have a group of friends, it was thought that they cannot lead communication. Such results were similar to existing literatures conducted in western culture. Specifically female children with learning disabilities showed negative results in every aspects of the study, implying that their school life in inclusive class is very challenging, and special interests and intervention strategies are further required.

본 연구는 부모양육태도와 또래애착이 휴대전화의존을 매개로 청소년의 자기조절학습능력에 미치는 영향을 확인하고자 시도되었다. 이를 위해 한국아동·청소년 패널조사 중1패널 1차년도의 청소년 2,351명의 자료를 구조방정식 모형으로 분석하였다. 연구결과, 부모의 긍정적인 양육태도는 휴대전화의존에 부(-)적으로 영향을 미쳤으며, 자기조절학습능력에는 정(+)적으로 영향을 미치는 것으로 나타났다. 또래애착은 휴대전화의존에 정적(+)으로 영향을 미치고, 자기조절학습능력에도 정(+)적으로 영향을 미치는 것으로 나타났다. 또한, 휴대전화의존이 높은 청소년은 자기조절학습능력이 저하되는 것으로 나타났다. 휴대전화의존의 매개효과를 살펴본 결과, 부모양육태도가 자기조절학습능력에 미치는 영향에서 휴대전화의존의 매개효과가 유의했으며, 또래애착이 자기조절학습능력에 미치는 영향에서도 휴대전화의존의 매개효과는 유의한 것으로 나타났다. 이러한 연구결과를 토대로 청소년의 자기조절학습능력을 향상시키기 위한 방안을 제안하였다.

The purpose of this study is to investigate the effects of parenting attitude and peer attachment on the self-regulated learning mediated by mobile phone dependency. Data were obtained from the Korean Child-Youth Panel Survey(KCYPS). Structural equation modeling was employed for statistical analyses. On the results of this study, positive parenting attitude showed significantly negative influence on the mobile phone dependency, however, positive influence on the self-regulated learning. Peer attachment showed significantly positive influence on the mobile phone dependency and the self-regulated learning. Also, mobile phone dependency showed negative influence on the self-regulated learning. On the analysis results of mediation effect, mediated effects of mobile phone dependency was significant in every pathway. Based on these results, we suggested the method to increase the self-regulated learning.

본 연구는 항공서비스 전공 학생들을 대상으로 상호동료 교수법이 영어 인터뷰 학습 효과에 미치는 영향을 분석하고, 그 교육적 의의를 검증하는 것을 목적으로 한다. 이를 위하여 국내 G지역의 4년제 항공서비스학 전 공 대학생 61명을 대상으로, 실험집단(상호동료 교수법 적용)과 통제집단(전통적 교수법 적용)으로 나누어 수 업을 진행하였다. 두 그룹 간 영어 인터뷰 수행 능력 향상도 차이를 비교하기 위해 SPSS 29.0 통계프로그램을 활용하여 비동등성 대조군 전후 실험설계(Nonequivalent control group pretest-posttest design)를 적용하여 정 량적 분석을 수행하였다. 평가 항목은 언어 유창성, 응답의 정확성, 비언어적 소통, 면접 응대 기술로 구성되었 으며, 이를 바탕으로 학습자의 영어 면접 수행 능력 향상도를 비교 분석하였다. 연구 결과, 상호동료 교수법을 적용한 실험집단이 면접 수행 능력에서 유의미한 향상을 보였으며, 특히 비언어적 소통과 면접 응대 기술 영역 에서 높은 성취도를 나타냈다. 또한, 학습자의 학습 경험을 보다 심층적으로 분석하기 위해 자기성찰 보고서를 추가 자료로 활용하였다. 자기성찰 보고서 분석 결과, 상호동료 교수법이 영어 인터뷰 수행 능력 향상에 긍정 적인 영향을 미쳤으며, 특히 자신감 향상, 비언어적 소통 개선, 면접 응대 기술 강화 등의 측면에서 유의미한 변화가 확인되었다. 본 연구는 영어 인터뷰 교육에서 학습자 중심 교수법의 효과성을 입증하며, 보다 효과적인 교수법 전략 수립을 위한 기초 자료를 제공한다.

This study examines the impact of reciprocal peer tutoring (RPT) on English interview learning among aviation service majors and verifies its educational significance. To achieve this, 61 aviation service students from G region in South Korea were divided into an experimental group (RPT applied) and a control group (traditional teaching method applied), and a quantitative analysis using SPSS 29.0 was conducted to compare their English interview performance improvements. The evaluation criteria included fluency, accuracy, non-verbal communication, and interview response skills, with results showing that the experimental group demonstrated significant improvements, particularly in non-verbal communication and interview response skills. Additionally, self-reflection reports were analyzed as supplementary data, revealing that RPT positively influenced English interview performance by enhancing confidence, non-verbal communication, and interview response skills. These findings provide empirical support for the effectiveness of learner-centered teaching methods in English interview education and serve as a foundation for developing more effective instructional strategies.

This study aimed to enhance a school happiness of children and analyzed how the teacher attachment perceived by children affects the school happiness of children, and how the mechanism of learning flow and peer competence functions between the teacher attachment and school happiness. For this study, a survey was conducted using Korean school happiness scale, student-teacher attachment relationship scale, learning flow scale and children's peer competence scale targeting four hundred 5th and 6th grade students in elementary school located in Incheon metroplitan city and Kyonggi Province, and the collected data was processed by SPSS 21.0 program. The results of this study are summarized as follows: First, it shows that the teacher attachment and school happiness indicates a high positive correlation and represents that the more the students become attached to their teacher, the more they feel happy. Secondly, upon verifying analysis of the mediated effects of learning flow between teacher attachment and school happiness, it finds that the teacher attachment influences on school happiness directly and a partial mediated model was adopted to show that the learning flow also has an effect on the school happiness at the same time. Thirdly, upon the verifying analysis of the mediated effects of peer competence between the teacher attachment and school happiness, it finds that the teacher attachment influences on school happiness and a partial mediated model was adopted to revel that the peer competence exercise on the school happiness peer competence.

본 원시실험연구의 목적은 동료교수활동이 간호학과 신입생의 셀프리더십, 심리역량 및 학업만족에 미치는 효과를 파악하기 위함이다. 30분간 12회의 동료교수활동 전후 측정된 설문조사결과를 SPSS 21로 기술통계, t-test, ANOVA와 paired t-test를 시행한 결과, 처치 전후 주관적 학교성적이 낮은 집단의 학업만족과, 토론 선호 도가 보통 이하인 집단의 낙관성이 유의하게 증가하였다. 처치 전후 셀프리더십과 심리자본에 유의한 차이가 있었 는데(p=.002, p=.044), 심리자본의 하위영역 중 자신감과 복원력이 유의하게 증가되었다(p=.006, p=.015). 결론적 으로 동료교수활동은 간호학과 신입생의 셀프리더십과 심리역량을 증가시켰다. 따라서 간호교육과정에서 다양한 형태의 동료교수활동을 적용하는 추후 연구를 제언한다.

The purpose of this primitive experimental study was to find the effects of peer teaching on self-leadership, psychological capitals(hereafter, psycap) and learning satisfaction of nursing freshmen. The data measured before and after 12 times peer teaching for 30 minutes were analyzed with SPSS 21 for descriptive statistics, t-test, ANOVA and paired t-test. There were significant increases in academic satisfaction of low subjective school grades group, and in resilience of below average prefer discussion group before and after treatment. There were significant differences in self-leadership and psycap before and after treatment(p=.002, p=.044), confidence and resilience among sub-domains of psycap increased significantly(p=.006, p=.015). Finally, peer teaching have increased self-leadership and psycap of nursing freshmen. Therefore, further studies are proposed to apply various types of peer teaching in nursing curriculum.