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논문검색은 역시 페이퍼서치

Multimedia-Assisted Language Learning검색


  • - 주제 : 어문학분야 > 영어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-8107
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 14권 3호 (2011)
6,500
초록보기
This study explores the participants` views on online and offline learning, and effects of blended learning in business English classes. Participants were sixty three university students in Korea, and the study was conducted in two general English classes. The materials used for online and offline teaching were the online website, "Global Business English for Jobs" which provided various and interesting business content. Two different instructional methods were applied in both classes. Students in one class previewed the online materials before they came to the class. In contrast, students in another class learned the content together in the class; then reviewed the materials again online at home. To verify the effects of each type of instructional method, the quizzes students took every class were analyzed through descriptive statistical analysis. Moreover, three questionnaires and in-depth interviews were administered. The findings revealed that most participants were quite satisfied with the blended learning teaching methods, and previewing instead of reviewing was considered as a preferable learning method for improving their language skills in the blended learning situations. Pedagogical implications and limitations are discussed.
초록보기
This study investigates the effects of the cognitive complexity of tasks and pair proficiency on task production in Synchronous Computer Mediated Communication. In particular, this study explores whether task complexity and EFL learners` proficiency have an effect on the accuracy, the fluency, and the use of strategy of task production in SCMC. 90 Korean high school EFL learners collaboratively completed the cognitively simple and complex tasks, using a browser-based chat program. Based on learners` English proficiency, each dyad was composed of three different sets: High-High pair, High-Low pair, and Low-Low pair. The data were analyzed by a 2 X 4 analysis of variance (ANOVA). Error-free C-units, words per C-unit were served as dependent variables. Results show that the cognitive complexity of a direction-giving map task significantly affects task production. Pair composition also significantly affects the number of error-free C-units, words per C-unit and the use of strategy. This study confirms a previously reported increase in quantity of strategy used by students of the pairs with different English proficiency levels, compared to other pairs with similar English proficiency levels. The findings offer pedagogical implications for designing task-based synchronous interaction to facilitate Korean EFL learners` accuracy, fluency and the use of strategy.

Lessons Learned from college freshmen`s participation in a new college English program

( Eun Ju Kim ) , ( Jin Hwa Lee )
6,400
초록보기
This case study examines two college freshmen`s learning experience in a newly implemented college English program whose primary goal was to enhance learners` English oral-proficiency. As an effort to meet the needs stated by the learners and instructors, in a Korean university, a task-based, blended college English program was developed and implemented (Kim & Kim, 2010). In order to explore how the program is actually implemented and perceived in classroom contexts, the researchers observed two freshmen learners` participation in the program and documented data from different sources (i.e., classroom observation, interview, etc.) over one academic year. The collected data were analyzed following the principles of qualitative content analysis (Dornyei, 2007). The findings reveal that the two learners` perceptions of the program and their classroom participations are in reciprocal relationship, constructing each other. That is, changes and no changes in each learner`s class participations and perceptions triggered transformation in their actions and perceptions. The findings also tell that these changes in learners` experience are closely related with personal, institutional and social factors. The implications for a similar language program design and its implementation are lastly discussed with the suggestions for future research.
6,200
초록보기
This paper explores the possibility of diagnosing ESL learners` communicative competence by introducing mimicry test as an alternative measure of assessing their overall language proficiency level, which could simplify the complicated procedures of speaking tests utilized in the ESL contexts and make it feasible. Rating results of mimicry test and free speech test were compared to explore the possibility of adopting the examination of mimicry ability as an aptitude test for oral proficiency assessment. In addition, difficulty levels of two different task types used in mimicry and free speech have been weighed through the test takers` self-assessment of their language proficiency. The spoken data analyzed in this article came from ESL classrooms at a major American university. Speech samples of participants were recorded onto computers using computer-based speaking test program, and they were rated by experienced native raters based on the holistic and analytic rating criteria. The results, by showing that ``holistic`` scores for free speech and ``analytic`` scores for mimicry were highly correlated, strongly advocated the viability of using mimicry as an alternative measure to assess the overall communicative language proficiency of L2 learners. Moreover, given the significant washback effect of introducing mimicry test into the ESL language classrooms, mimicry can be utilized as a means of obtaining the educational objective of teaching English to improve L2 learners` communicative competence.
6,400
초록보기
As communicative ability has become important in school as well as in society, access to English education and real communication opportunities in English can have an immense influence on students` higher education paths and career opportunities. This may further aggravate the inequality between the haves and have-nots that exists in our society and endanger the future for students. This study investigated a videoconferencing English program as an alternative English program to foster student English abilities in community study centers. In the four community study centers, 41 students and 11 teachers participated in the present study. The study employed both quantitative and qualitative methods. The study explored the current situations of the students in the centers in regards to English education, the degree of the students` satisfaction in the videoconferencing English class, and the ways in which the videoconferencing English programs promoted the students` English proficiencies. The results of the study indicated that the students in the centers needed further support in English education, particularly authentic communication opportunities. The study also showed that the program enhanced student motivation and satisfaction, lowered their anxieties, and increased the amount of communication opportunities. As a result, the post-test and post-survey confirmed that the students` overall English proficiencies were promoted.

Learning styles based on the different cultural background of KFL Learners in online Learning

( Dong Gil Song ) , ( Eun Young Oh )
6,200
초록보기
It is imperative to analyze learning styles based on learners` cultural backgrounds when designing successful online learning courses. The present study investigated the learning styles preferences of learners who have diverse cultural backgrounds in an online language learning environment. For this purpose, the study employed the Felder and Silverman`s Learning Styles Model and examined sixty five international students who enrolled in a Korean language course at a university`s language education institute in Seoul, Korea. The participants were culturally diverse and represented numerous countries, which were categorized according to six cultural clusters: China, Japan, Middle East, other Asia, America, and Europe. The online language learning course was analyzed using the active/reflective, sensing/intuitive, sequential/global and visual/verbal dimensions of the model. The participants` learning style preferences were investigated using a questionnaire. A one-way ANOVA was conducted to compare the effect of cultural backgrounds on learning style preferences of each section. In addition, MANOVA and post hoc multiple comparison of means tests (Scheffe test) were conducted. The results demonstrate significant cultural group differences in learning style preferences of learners of Korean language with diverse cultural backgrounds.
5,900
초록보기
Throughout the decades, various computer assisted learning methods have been developed for computer aided educations (CAE). Computer assisted language learning (CALL) is one of those methods which aim to learn foreign languages. This paper presents the effectiveness of CALL as an educational tool to increase vocabulary power for elementary school students in their English classes. For experimental purpose, students are divided into two groups, CALL based group and traditional learning based group. For the CALL based group, students are divided into two subgroups, Web-based learning tool and CD-ROM titles are provided to student in each subgroup respectively, while only traditional lectures are given to students in comparative group. Performance results shows that CALL based learning is more efficient than traditional learning in achieving vocabulary power and especially, CD-ROM title based learning shows better performance than Web-based learning. This comes from the functional simplicity of CD-ROM title and will be discussed in detail at the analysis part of this paper. Some statistically confirmed hypotheses from this experiment could be useful reference for applying CALL based learning in language learning classes for elementary school students.

사이버대학 및 오프라인대학 학습자들의 사이버 강좌에 대한 반응과 학업성취도 차이

김현숙 ( Hyun Sook Kim ) , 박은영 ( Eun Young Park )
6,000
키워드보기
초록보기
These days, more and more students in offline universities take courses in cyber universities. While there are needs to differentiate the classes according to the students` background, there are not many studies on the difference of cyber university students and offline university students who are enrolled in cyber classes. This study aims to investigate the students` participation, academic achievement, and responses to class contents and management in two different groups. Offline university students show higher participation and academic achievement than cyber university students, but they tend to focus on their final grades only while the latter use the online bulletin board as a place of interpersonal communication. Cyber university students show higher satisfaction than offline university students. Offline university students are not accustomed to the administration of cyber classes. Though the results may not be generalized to all classes and universities, this study shows that there are clear differences between on and offline university students. It is suggested that cyber classes for offline university students should be managed taking the results of the study into consideration.

웹기반 영문속독 프로그램 활용이 초등학생의 영문속독 능력 신장에 미치는 영향

류정아 ( Jung Ah Ryu ) , 이충현 ( Chung Hyun Lee )
7,000
초록보기
The purposes of this study are to: 1) investigate elementary school students` perspectives in speed reading; 2) examine their English reading speed and comprehension by using web-based speed reading program; and 3) suggest a model of speed reading class applicable to teaching and learning speed reading. The subjects of this study consist of 131 students in three elementary schools in Seoul and Gyeonggi-do. Mixed research was conducted using a questionnaire and a case study including classroom observations, student produced reflective journals and interviews. The major findings of the study are as follows. First, students` perspectives in speed reading and speed reading program were positive. Second, based on the case study, speed reading classes were found to be effective in the improvement of their reading speed. As for students` reading speed on average, there was an increase of 109 wpm from 74 to 183 wpm. The classes were found to be useful, helpful and motivating. The students were also interested in and satisfied with speed reading classes. Finally, a model of teaching and learning speed reading for the improvement of English reading speed is presented based on the findings and discussion.

웹기반 및 모바일 블로깅을 활용한 웹 환경에서의 쓰기 효과

문은주 ( Eun Joo Moon ) , 김재경 ( Jae Kyung Kim )
5,900
초록보기
This study aims to examine the effects of web-based and mobile bloggings on Korean learners` English writing. A total of 28 university students were assigned to two different groups according to different types of writing settings. They wrote five essays, and they were given one week to write each essay. A pretest was given in Week 7, and the treatments lasted for 7 weeks from Week 8 through Week 14. A posttest was administered in Week 15 to assess the learners` writing progress. The results of the posttest showed that the mobile blogging group performed significantly better than the web-based blogging group regarding holistic assessment. However, the mobile blogging group did not perform significantly better than the web-based blogging group when T-unit was analyzed. Moreover, no significant effect was identified in the posttest when dependent clause ratio was analyzed. Thus, no significant differences were observed in syntactic complexity between the two different groups. In conclusion, it may be inferred that the mobile blogging is more effective than the web-based blogging in promoting learners` writing ability in holistic assessment.
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