Earticle

The purpose of this study is to suggest a sample of test tool sets for evaluating the task-based performance assessment in integrative teaching of the French language and culture. For this purpose, this study analyzed the characteristics of task-based performance assessment, the communicative competence of Hymes, Canale, Swain, and Bachman, and the cultural competence. In addition, this study investigated the competences of learner/user that Common European Framework of Reference provides. The following results were drawn: 1) assessment criteria: language competence(knowledge of language system, discourse competence, sociolinguistic competence), cultural competence(cultural knowledge, attitude, competence), task performance competence (procedural knowledge, performance competence, strategic competence), 2) subcategory and construct, and 3) self-assessment and peer assessment.

Le but de cette étude est de suggérer un échantillon d’ensembles d’outils de test pour évaluer l’évaluation basée sur les performances des tâches dans l’enseignement intégratif de la langue et de la culture françaises. À cette fin, cette étude a analysé les caractéristiques de l’évaluation basée sur la performance des tâches, la compétence communicative de Hymes, Canale, Swain et, Bachman et la compétence culturelle. En outre, cette étude a examiné les compétences de l’apprenant/utilisateur fournies par le Cadre européen commun de référence. Les résultats montrent: 1) les critères d’évaluation: compétence linguistique(connaissance du système linguistique, compétence du discours, compétence sociolinguistique), compétence culturelle(connaissance culturelle, attitude, compétence), compétence d’exécution de la tâche(connaissance procédurale, compétence d’exécution, compétence stratégique), 2) sous-catégorie et construction, et 3) auto-évaluation et évaluation par les pairs.

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today’s virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals’ daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals’ task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals’ task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual’s self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual’s skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual’s cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals’ capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals’ computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals’ task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees’ weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

이 연구에서는 학습자의 흥미를 증진시킬 수 있는 수행에 대한 피드백 제공방식을 탐색하고자 학습자 개인의 지각된 유능감 수준과 수행목표성향에 따라 수행에 대한 피드백 제공방식이 과제흥미도와 수행결과 만족도에 미치는 영향을 살펴보았다. 중학교 1학년을 대상으로 수행에 대한 피드백 제공방식을 세 가지 유형(증진, 유지, 증진 및 유지)으로 조작하였다. 증진방식은 성공하면 점수를 획득하지만 실패하더라도 점수에는 변동이 없는 방식이고, 유지방식은 기본점수를 제공하고 실패하면 감점되는 방식이며, 증진 및 유지 방식은 성공하면 점수를 획득하고 실패하면 감점되는 방식이다. 분석 결과, 과제흥미도에 있어서는 수행목표성향과 피드백 제공방식 간의 상호작용효과가 나타났다. 즉, 실패시 감점되는 유지방식으로 피드백을 받을 경우, 수행목표성향이 높은 집단이 낮은 집단보다 높은 과제흥미도를 보였다. 수행결과 만족도에서는 피드백 제공방식, 유능감 및 수행목표성향 간의 상호작용효과가 나타났다. 지각된 유능감이 높은 집단에서는 수행목표성향이 높은 집단이 낮은 집단보다 유지조건에서의 만족도가 낮은 것으로 나타났다. 반면, 지각된 유능감이 낮은 집단에서는 수행목표성향이 낮은 경우 유지조건에서 수행결과에 대한 만족도가 현저하게 낮은 것으로 나타났다. 이러한 연구결과는 실패에 대해 감점하는 유지방식은 성공보다는 실패에 대한 피드백에 초점을 맞추게 함으로서 학습자의 유능감을 더욱 낮추어 과제에 대한 흥미와 수행결과에 대한 만족감을 크게 감소시킨다는 점을 시사한다. 특히 유능감과 수행목표성향이 모두 높은 학습자나 수행목표성향이 낮은 학습자에게는 유지방식보다는 성공에 대한 강화를 제시하는 증진방식으로 피드백을 제공하는 것이 바람직하다.

This study examined the effects of types of performance feedback, perceived competence and performance goal orientation on task interests and performance satisfaction. Three types of performance feedback (gain, lose, gain & lose) and the level of competence were manipulated in this experiment, with 7th graders. In gain condition, additional scores were provided for success while no penalty was given for failure. In lose condition, no additional score was provided for success whereas the given scores were reduced only in the case of failure. In gain & lose condition, both types of feedback were combined. The results showed that there was significant the interaction effect on task interests between performance goal orientation and types of performance feedback, indicating that high performance goal-oriented participants were more interested in the task than low performance goal-oriented participants when they received feedback in the lose condition. However, on performance satisfaction, a significant the interaction effect was found among types of performance feedback, perceived competence, and performance goal orientation. This revealed that participants with high competence and high performance goal-orientation showed low performance satisfaction in the lose condition whereas participants with low competence and low performance goal-orientation showed low performance satisfaction in the lose condition. It suggests that the lose type of performance feedback make the learner focus on the failure rather than the success and thus reduce the task interests and performance satisfaction. It is concluded that it is desirable to provide the gain type of feedback on the performance to enhance task interests and performance satisfaction.

[연구목적]본 연구는 우선 기업의 경쟁전략의 유형 간에 기업성과에 어떤 차이가 있는지를 검증한 후, 상황적 접근을 채택하여 경쟁전략과 기업의 교육훈련투자와의 적합성, 그리고 직무역량과 교육훈련투자와의 적합성에 대해 분석하고자 하였다. [연구방법]본 연구는 2013년 인적자본기업패널(HCCP)의 설문을 토대로 하였고, 한국신용평가정보㈜의 『KIS 기업 Data』 개요 정보에 해당하는 기업들 중 개인과 공기업을 뺀, 제조업 256개의 106,774명 근로자들을 대상으로 자료를 수집했으며, 회귀분석을 통해 가설들을 검증하였다. [연구결과]첫째, 경쟁전략의 유형 중 차별화 전략이 원가우위 전략보다 성과에 더 높은 영향을 미치는 것으로 분석되었다. 둘째, 차별화 전략과 교육훈련투자와의 상호작용 효과는 부정적인 결과가 도출되었다. 반면 원가우위 전략과 교육훈련투자와의 상호작용 효과는 긍정적이었다. 셋째, 시장혁신역량과 교육훈련투자와의 상호작용 효과는 성과에 부정적이었다. 반면 생산/관리역량과 교육훈련투자와의 상호작용효과는 성과에 긍정적인 영향을 주었다. [연구의 시사점]최근 논란이 되는 경쟁전략 유형별 성과차이에 대한 실증분석 결과를 제공하였고, 경쟁전략에서 차별화 전략의 우월성에 대해 강조하였다. 또한 경쟁전략과 직무역량에 따라 교육훈련투자의 효과가 다르게 나타남을 확인할 수 있다. 이는 기업들이 자신들의 전략과 역량에 맞게 교육훈련투자를 기획해야 함을 시사하고 있다.

[Purpose]This study first examines the performance difference between different types of competitive strategies. Then, from contingency perspective, this study examines the fit between competitive strategy and employee training, and between task competence and employee training on firm performance. [Methodology]This study uses research data from the 5th edition of the 2013 Human Capital Corporate Panel (HCCP) survey. The research sample consists of 106,774 employees from 256 manufacturing companies. A hierarchical regression analysis was used to examine the hypothesis. [Findings]First, the results show that differentiation strategy generated better financial performance than cost leadership strategy. Second, the interaction between differentiation strategy and employee training was negative, while the interaction between cost leadership strategy and employee training was positive. Third, the interaction between market competence and employee training was negative, while the interaction between production competence and employee training was positive. [Implications]The results provide empirical results to the controvertial issue regarding the effectiveness of different types of competitive strategy and emphasize the importance of differentiation strategy. Also, the study suggests that there exists a fit between competitive strategy and employee training and between task competence and employee training. This suggests that firms should control their employee training expenditures depending on the type of their competitive strategy or task competence.

生成式AI已逐渐应用于对外汉语写作反馈实践，但其生成的修改建议并不天然具备教学适切性。本文以韩国某高校中文教育相关研究生课程中的19名准教师为对象，基于两项课程任务文本和开放式反思问卷，采用质性内容分析法，考察准教师面向HSK3—4级韩国汉语学习者时，如何理解、判断并转化AI写作反馈。研究重点分析了准教师在学习者文本、AI输出和教学目标之间的专业中介过程。结果表明，AI写作反馈教学转化能力主要由学习者作文问题诊断、AI反馈适切性判断、AI输出筛选与改写、反馈任务化设计四个维度构成；准教师的实际表现可划分为较完整转化型、部分转化型和机械/偏机械使用型三类。据此，本文构建了“诊断—判断—转化—任务化”模型，指出AI反馈的教学价值无法由技术自发生成，而深层依赖于教师的专业甄别、降难改写与任务化重组。生成式AI背景下的师资培养应超越工具操作层面，重点强化面向真实学情的教学转化能力。

Generative AI has increasingly been incorporated into writing feedback practices in teaching Chinese as a second/foreign language (TCSL/TCFL). However, AI-generated revision suggestions are not inherently pedagogically appropriate. Drawing on two course-task texts and open-ended reflective questionnaires collected from 19 pre-service teachers enrolled in a graduate-level Chinese education course at a Korean university, this study adopts qualitative content analysis to investigate how these pre-service teachers understand, evaluate, and transform AI-generated writing feedback when working with Korean learners of Chinese at the HSK 3?4 level. The analysis focuses on the professional mediation process through which pre-service teachers negotiate learner texts, AI output, and instructional goals. The findings show that competence in pedagogically transforming AI-generated writing feedback consists of four dimensions: diagnosing learners’ writing problems, evaluating the pedagogical appropriateness of AI feedback, selecting and rewriting AI output, and taskifying feedback for learning. The participants’ performances can be categorized into three types: relatively complete transformation, partial transformation, and mechanical or semi-mechanical use. Based on these findings, the study proposes a “diagnosis?judgment?transformation?taskification” model. It argues that the pedagogical value of AI feedback does not emerge automatically from the technology itself, but depends fundamentally on teachers’ professional discernment, simplification and rewriting of AI output, and task-oriented restructuring of feedback. In the context of generative AI, teacher education should therefore move beyond technical tool use and place greater emphasis on developing pedagogical transformation competence grounded in learners’ actual needs.

임파워먼트에 대한 관심이 꾸준히 증가하고 있는 추세 속에 많은 기업의 관리자들이 구조적 임파워먼트의 긍정적인 측면만을 바라보고 실제 자신들의 기업에 적용하고 있다. 이는 구조적 관점에서 의사결정의 권한을 하위 부서로 이양하는 것이 불확실한 상황 속에서 혁신적인 결과물을 탐색하는 데 매우 효과적일 것이라는 가정에서 비롯되었다. 그러나 조직이 처한 환경 속에서 이러한 구조적 임파워먼트가 실제로 효과적일까에 대한 연구는 거의 이루어지지 않고 있으며, 몇몇 연구에서조차 조직이 처한 다양한 상황적 요인들에 대해서는 전혀 고려되지 않고 있다. 그러므로 본 연구는 NK 모델을 통해 조직의 과업 상호의존성과 부서의 업무역량에 따라 구조적 임파워먼트가 조직의 창의적 성과 탐색에 미치는 영향을 확인하고, 이에 따른 이론적/실무적 시사점을 제공하기 위해 실시하였다. 분석 결과 첫째, 부서 간 과업의 상호의존성이 매우 높은 상황에서는 부서의 업무역량에 관계없이 구조적 임파워먼트가 창의적 조직 성과 탐색에 부정적으로 작용하였으며, 조직 차원의 의사결정에 대한 개입이 있을 시 성과가 개선되었다. 또한, 부서의 업무역량이 높을수록 일정 수준 이상의 조직의 개입(조직 수준의 의사결정)이 발생했을 때, 다시 창의적 조직 성과 탐색이 낮아짐을 확인하였다. 둘째, 과업의 상호의존성이 낮은 상황에서는 부서의 업무역량이 높을수록 구조적 임파워먼트의 창의적 조직 성과 탐색에 대한 효과성이 높은 것으로 나타났다. 또한, 구조적 임파워먼트가 낮아질수록 부서의 업무역량에 관계없이 창의적 조직 성과 탐색도 같이 낮아지는 것을 확인하였다. 이러한 결과는 구조적 임파워먼트가 반드시 창의적 조직 성과 탐색에 긍정적인 영향을 미치는 것이 아니라 조직이 처한 상황적 요인을 확인하여 실행할 필요가 있음을 시사하며, 구조적 임파워먼트가 긍정적인 효과를 가져오기 위해서는 조직 차원의 의사결정 개입이 필요할 수 있음을 시사한다.

As interest in empowerment continues to rise, many managers have adopted structural empowerment based on the belief that delegating decision-making authority to lower organizational levels is highly effective for fostering creativity under uncertainty. However, this assumption lacks sufficient empirical support, and the few existing studies have often overlooked critical contextual factors within organizations. This study examined the impact of structural empowerment on organizational creative performance exploration by considering organizational task interdependence and departmental capabilities, using the NK model as the analytical framework. The findings showed that structural empowerment had a negative impact on creative performance exploration when task interdependence was very high, regardless of departmental competence. However, performance improved when there was a certain level of organizational decision-making involvement. Next, we found that higher departmental competence had a more positive effect on creative performance exploration when task interdependence was low. Additionally, low levels of structural empowerment led to decreased creative performance exploration, regardless of departmental competence. These findings suggest that structural empowerment does not inherently have a positive impact on creative performance exploration. Instead, its effectiveness depends on organizational contextual factors, and may require organizational-level decision-making interventions to achieve positive outcomes.