The effect of the mobile technology in language learning: motivation and learner autonomy perspective

권서경 미래영어영문학회 2013 영어영문학 Vol.18 No.2

급변하는 기술 환경의 변화는 우리 생활 속에 끊임없이 파고들고 있고, 이 같은 변화는 언어교육 환경에서도 지대한 영향을 주고 있다. 경제적, 문화적, 기술적 환경 변화는 생활 속에 여러 가지 양상으로 표출되고 있는 것이다. 본 논문은 이 같은 변화가 언어교육에도 적용되어야 한다는 주장에서부터 출발한다. 외국어 학습자들도 이 같은 환경 변화 속에서 보다 혁신적이고 참신한 학습 방법과 학습교재를 통해 효과적인 언어습득 성취를 간절히 원하고 있다. 따라서 과학기술의 발전이 과거의 제한적이고 고답적인 학습 방법과 학습 자료 및 도구들의 양상을 변화시켜 외국어 학습자들의 요구에 얼마나 부응할 수 있는가에 대한 연구의 필요성이 크게 대두된다. 본 논문은 과학기술 발전의 중심에 있는 스마트 폰, 즉 모바일 기술을 이용한 언어 학습 방법과 언어발달 과정에 대한 관계를 관련 자료들과 실험을 통해 그것이 언어발달 과정에 어떠한 영향을 미치는가를 논하고 있다. 특히 학습자들이 이러한 신기술을 통해 언어를 배우는 과정에서 그들이 이러한 새로운 방법으로 학습하며 변해가는 학습 동기와 언어습득에 대한 자세에 대해 연구하고 있다. 다시 말해서 본 논문은 한국의 외국어 학습자들이 언어학습 도구로 모바일 장비에 대해 어떤 관점을 가지고 있는지, 스마트폰 기술을 통한 언어 학습이 학습자들의 학습 동기에 어떠한 영향을 끼치는지, 그리고 학습자들이 이러한 개인 휴대 장비를 통해 학습할 경우 자발적인 학습을 진행하는데 어떠한 영향을 주는지를 중점적으로 연구 분석하고 있다. 연구 방법은 두 그룹의 한국 학생들(제주대학교 영문학과 학생, 런던 어학연수생)을 대상으로 실증적 연구를 도입하여 진행하였다. 스마트폰을 이용하여 저자가 직접 학습 과정(Input)을 제공하고 학생들이 결과물(Output)을 제출하는 형태로 7주간 실험이 진행되었다. 본 연구는 연구대상의 다양성과 언어발달 과정의 무한한 변수를 감안하여 질적 연구방식을 선택하였고, 연구기간 동안 학생들의 동기변화와 언어학습에 대한 자세를 인터뷰와 설문조사, 그리고 학습활동 관찰을 통해 수합 분석하여 다음과 같은 결론을 도출하고 있다. 한국인 영어 학습자들은 모바일 학습초기에는 대부분 긍정적인 반응을 보였고 이러한 새로운 포맷의 학습방법에 큰 관심을 보였으나, 실제 모바일 학습이 진행되면서 점차 학습동기가 조금씩 감소되었다. 모바일 학습의 경우 다양한 질적 자료들을 이용해 분석한 결과 학습 컨텐츠가 학습 동기에 가장 큰 영향을 준 요인으로 나타났다. 그리고 자기주도적 모바일 학습으로 언어학습을 성공적으로 유지 발전시키기 위해서는 학습자의 자발적 시간 관리와 강한 학습의지가 필수적 요인이라는 결과를 찾을 수 있었다. 또한 앞으로 모바일 학습에 가장 큰 영향을 주는 요인으로는 학습 비용과 교사의 역할, 그리고 학습을 통한 장래 기대치의 정도라는 사실을 확인할 수 있었다.

EBS 연계정책에 따른 대학수학능력시험 영어영역 어휘 난이도 변화 분석

권서경,신동광 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.4

In 2010, the Korean government announced that the linkage rate of EBS materials and the College Scholastic Ability Test (CSAT) would be reinforced to 70%. In the present study, it was attempted to examine how the linkage policy of EBS materials and the CSAT has affected the vocabulary difficulty of the items on the CSAT. By comparing the vocabulary level of the items administered before the EBS linkage policy and after the policy, this paper investigates if the vocabulary difficulty of the CSAT has changed since the policy has been enforced. Passages from the CSAT reading section were analyzed with various corpus analysis programs in order to compare the vocabulary level of the CSAT items and EBS materials with the Basic English Word List (BEWL) of the Korean national curriculum and the British National Corpus word list. In addition, a simple survey was carried out with senior high school students in Korea to measure their vocabulary knowledge of the CSAT English words that exceed the BEWL. The results show that the vocabulary difficulty has been significantly raised since the EBS-CSAT linkage policy, and some suggestions are asserted in the conclusion.

The Impact of Including a British Accent in a National Listening Comprehension Test: Is it Fair?

권서경 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.3

This study investigates whether the presence of standard British accents in an English listening test has an effect on test-takers’ test performance. Fifty-two Korean high school students were tested with two sets of listening tests in different conditions, one in a North American accent only and the other one with a mix of both British and North American accents in five out of twenty items. Findings showed that the overall test scores of the two tests were not significantly different and consistent findings were found across all proficiency levels. On five items which were presented in different English accents, subscores of the single-accent items were generally higher than the subscores of the mixed-accent items. Further analysis on the listening prompt of the five items was carried out by comparing the length, speech rate, lexical difficulty, and attractiveness of distractors of the target items between the two tests. Findings showed that the differences found in item difficulty between the two tests were not associated with the length, speech rate, or lexical difficulty of the listening prompts, while the attractiveness of the distractors had a significant effect. Through these findings, this study suggests that introducing a British accent to current American-accent-only listening tests does not materially increase the difficulty of the test.

영어 학습부진 발생 원인과 과정 탐색을 위한 종단 연구

권서경(Kwon,Suh Keong),김태은(Kim,Tae Eun) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3

The purpose of this four-year longitudinal study is to investigate the main factors and processes of becoming an English underachiever. For this, a total of six participants were involved in case studies that used classroom observation, interviews, and basic English skills test as data collection methods. The five students in different grades were continuously investigated to look at the processes of learning English from both cognitive and affective perspectives. Findings of the case study showed that most participants began to face difficulty in learning English from basic reading skills, particularly in understanding English phonics. Also, four participants had negative perceptions and attitudes towards learning mainly because they feared making errors or mistakes. Lastly, some of the participants ended up withdrawing from learning English at an early stage and refused to participate in classroom activities. Based on these case study findings, the present paper identified three key factors that cause underachievement in English and how it becomes intensified over time. This paper concludes by asserting a number of implications and suggestions to prevent these problems to educational bodies and schools.

대학수학능력시험 영어영역 읽기 문항 난이도 요인 탐색

권서경(Suh Keong Kwon),신동광(Dongkwang Shin) 한국영어교과교육학회 2022 영어교과교육 Vol.21 No.2

This study investigates factors that affect the difficulty levels of CSAT English reading items. For this, 56 English reading items from two recent CSAT tests, those administered in 2021 and 2022, were carefully examined to identify what elements of the reading stimuli had significant effects on the item difficulty. For data analysis, correct answer rates for each item were used to examine the extent to which different item-related variables, both quantitative and qualitative, might be associated with the difficulty of the items. The findings show that the reading items from the 2022 test were significantly more difficult than those from the 2021 test. When specific elements of the reading items of both tests were examined, it was found that the reduced number of EBS-linkage items was one of the main causes of the drop in the correct answer rates on the 2022 test. Furthermore, multiple regression models show that higher Gunning-Fog-Index readability level and logical connectives use ratio in the reading stimuli are predicted to increase the item difficulty. The present paper concludes by presenting a model that predicts the difficulty levels of CSAT reading items, which consist of a number of different variables.

학교 영어수업에 대한 초등학생의 인식과 기대 : 영어수업 만족도에 미치는 영향 탐색 중심으로

권서경(Suh Keong Kwon),김성혜(Sung Hye Kim) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.11

본 연구에서는 학교 영어수업에 대한 초등학생들의 인식과 기대에 대해 알아보기 위해 대규모 전국단위 설문조사를 실시한 결과를 제시하였다. 설문조사는 무작위표본추출 방식을 통해 표집된 전국 300개 초등학교 3∼6학년 초등학생 4,689명을 대상으로 온라인으로 실시되었고 학생들은 현재의 학교 영어 수업에 대한 전반적인 만족도, 영어 학습에 대한 자신감, 흥미, 영어 기능별 선호도, 그리고 학교 영어 수업에서 제공되는 다양한 프로그램 및 인프라에 대한 선호도에 대해 응답하였다. 응답 결과는 전체 학생의 결과를 비롯하여 성별, 학년, 그리고 사교육 경험 유무에 따라 구분하여 분석하였고 각 변인 간의 차이가 있는지도 함께 분석하였다. 분석결과, 학생들은 전반적으로 현재 학교 영어수업에 만족하고 있었는데 여학생이 남학생보다 만족도가 높았고 학년이 높아질수록 만족도가 하락하고 있었으며 사교육 경험이 있는 학생들이 그렇지 않은 학생들보다 수업 만족도가 낮았다. 또한 학생들은 주로 영어 쓰기 기능에 자신이 없는 반면 듣기와 말하기에는 비교적 높은 자신감을 보였다. 이런 현상은 성별의 유의미한 영향을 받지 않았고 학년과 사교육 경험에 따라 유의미한 차이를 보였다. 요인분석을 통해 추출된 요인들을 바탕으로 다중회귀분석을 실시한 결과 학생들의 정의적인 측면의 내재적 요인이 교내 인프라나 교수학습 프로그램과 같은 외부 요인보다 학교 영어수업 만족도를 크게 높여주는 것을 확인하였다. 제시된 연구결과를 바탕으로 향후 학교 영어교육 내실화를 추진하기 위한 정책적 시사점을 제시하였다. Since English subject was first introduced to the elementary school curriculum in 1998, series of teaching and learning policies followed by relevant studies has been applied to the classrooms. However, a number of problems and issues still exist, particularly in terms of the achievement gap among students, difficulty levels, or ways to teach four skills. This study conducted a survey on 4,689 elementary schools students in grade 3 to 6 from 300 schools nationwide and investigated their perceptions towards the English lessons and learning experiences. Specifically, we focused on identifying the degree of satisfaction on English classrooms, their affective domain towards learning English, and perceptions on various English learning programs run at schools. The responses to these questions were analysed to compare differences by gender, grades, and private cram schools experience. Findings showed that elementary school students were generally satisfied with the public English education, but this varied by their gender, grade, and private cram school experience. Students also reported that writing is the least confident skill while listening and speaking are the most confident skills. These differences in level of confidence on each skill were significantly affected by the grades and private cram school experience, but not by gender. Findings of factor analysis showed that students’ affective domain factor had a stronger positive effect on their satisfaction level more than extrinsic factors.

레이저 각막 상피 절삭 가공 성형술에서 레이저 조사 반경과 이행부가 광학수차에 미치는 영향

권현석 ( Hyun Seok Kwon ) , 고일환 ( Il Hwan Koh ) , 서경률 ( Kyoung Yul Seo ) , 김응권 ( Eung Kwon Kim ) 대한안과학회 2003 대한안과학회지 Vol.44 No.3

생성형 인공지능 ChatGPT의 영어 독해 문항 풀이 능력 탐색

권서경(Suh-Keong Kwon),이영태(Young Tae Lee) 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.2

Using Eye-tracking in L2 Research: Friend or Foe?

권서경(Suh Keong Kwon) 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.3

Eye-tracking, an innovative research method that measures the movements of the eyes, has recently gained much attention in the areas of second language learning and assessment. The advantage of using eye-tracking is that it provides a direct measure of cognitive processes in a natural condition. The present paper provides a systematic review of what eye-tracking is, both in theory and practice, how it works from preparation to interpretation of the results, and what strengths and weaknesses it possesses. For this, an existing eye-tracking study has been used as a sample to demonstrate what needs to be considered in the stages of data collection, data analysis, and interpretation. The present paper also provides some empirical data and findings from the sample study as examples to demonstrate how the eye-movement data are computed and analyzed to explain a participant’s viewing behavior. By introducing different types of eye-movement data, the paper illustrates how different measures and forms of eye-movements provide discrete meanings to explain participants’ cognitive processes. This study concludes by providing a few practical suggestions to improve the validity of eye-tracking studies for effective uses of the method.

전국 중·고등학교 영어듣기평가 시행에 대한 학교 현장의 인식과 실태

권서경(Kwon, Suh Keong) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.3

This paper explores how students and teachers in secondary schools in Korea perceive the National English Listening Test (NELT), which is administered twice a year nationally. A total of 263 students and 537 teachers participated in a survey, and the responses were analyzed to examine the degree to which perceptions might vary by the level (middle and high school), and size (small-medium-large) of the schools. The findings showed that most stakeholders generally have positive perceptions towards the NELT, but teachers and students have slightly different preferences toward a few elements of the test item and listening prompts. It was also found that most schools administer the test simultaneously and include the results as part of the students’ English performance scores. However, high schools and larger sized schools tend to rely less on this test compared to middle schools and smaller sized schools. This paper concludes by asserting the need for policy reforms to compensate for the drawbacks of the NELT in terms of test development and administration.