자기결정적 읽기 동기 척도의 개발 및 타당화

박성석 ( Park Seongseog ),허모아 ( Heo Moah ),제민경 ( Je Minkyeong ) 한국독서학회 2021 독서연구 Vol.0 No.58

To overcome the limitations of existing reading motivation scales, we aim to develop new scales based on Self-Determination Theory (SDT) and to demonstrate their validity. Following the suggestion of SDT, the following six constructs of reading motivation were set: intrinsic regulation, integrated regulation, identified regulation, introjected regulation, extrinsic regulation, and non-regulation. A total of 36 items, six for each construct, were developed as preliminary items and their content validity was examined by two experts. After analyzing the results of 467 high school students’ responses through an exploratory factor analysis, a total of 22 items were selected from five constructs, excluding identified regulation. A new sample of 429 high school students was asked to respond to the 22 items, followed by a confirmatory factor analysis. The results showed that the model fit was good, the convergent validity and discriminant validity were good, and the correlation matrix among the five constructs showed a quasi-simplex pattern. Consequently, five constructs and 22 items were proposed as the Self-Determinative Reading Motivation Scale, and criteria were suggested to interpret the test results and determine the subjects’ self-determination when using the scale in the future.

또래 간 고민대화에서 공감성향과 공감지각에 따른 반응발화 선택

박성석 ( Seongseog Park ) 한국화법학회 2015 화법연구 Vol.0 No.30

This research aims to find out what kind of responses in peer group troubles-talk can be considered empathic responses. The research regarded Emotional Empathic Tendency(EET) and Self-Recognition of Empathy(SRE) as criteria to define empathic responses. Both EET and SRE were treated as independent variables, and 12 response types, which were produced in 102 subjects’ utterances, as dependent variables. To verify the effect of EET and SRE on responses, a binary logistic regression analysis method was used. This found that EET had an influence on three response types and SRE on just one response type. By interpretation of these response types, based on some advanced studies, the researcher found that EET and SRE have an independent effect on the selection of responses in peer-group troubles-talk. Specifically, EET had an effect on the use of responses that consider the listener’s emotion, such as face or politeness, while SRE had an effect on the use of responses that reveal similar trouble for the respondent, by which they could reveal their empathy.

초등 예비 교사의 교수화법에 대한 성찰 수준

박성석 ( Seongseog Park ) 한국화법학회 2016 화법연구 Vol.0 No.32

This study aims to examine elementary school pre-service teachers` level of reflection on their instructional communication. 56 student teachers handed in a reflective writing about their instructional communication which they practiced in field practicum. 4 estimators evaluated these writings by REFLECT Rubric(Wald et al., 2012). Analysis of evaluated scores shows something as follow. (1) In the intra-person level, only 1 criterion(Analysis and Meaning making)`s mean score was over than Reflection level(3 points) and 1 criterion(Attending to Emotion)`s was less than Thoughtful Action level(2 points). (2) In the inter-person level, It was possible to classify most of pre-service teachers into 7 level groups(from ``pre-reflection`` to ``totally balanced reflection``). The result of this study will be helpful to university educators who are interested in reflective professional education.

읽기 동기의 자기결정성에 따른 독해력 차이 : 중학교 1~3학년을 중심으로

박성석 ( Park¸ Seongseog ),민병곤 ( Min¸ Byeonggon ) 한국독서학회 2020 독서연구 Vol.0 No.57

This study proved that it is possible to determine the degree of self-determination in students’ reading motivation by using existing scales for reading motivation measurements. Furthermore, this approach can predict reading competence. The reading motivations of 2,020 middle school students were measured using MRQ-based scales. The results fitted adequately to the nine-factor structure. Based on the fact that the correlation matrix of these nine factors shows a quasi-simplex pattern, here, we claim that the nine factors can be identified hierarchically, according to the degree of self-determination. A cluster analysis resulted in four clusters. Based on the Z-scores of the nine factors at the center of each cluster, we named the four clusters: Amotivation, External-Regulation, Internalized-Regulation, and Intrinsic-Regulation. A three-way ANOVA was conducted, considering self-determination, school year, and gender as independent variables and reading comprehension test scores as a dependent variable. The results confirmed that the difference among self-determination clusters was significant and that the higher the self-determination level, the higher the reading comprehension. We discuss the following: (a) MRQ-based scales can be used to measure self-determination in reading motivation; (b) we have to caution against predictions that assume readingmotivation, measured by MRQ, will have a linear correlation with reading comprehension; and (c) follow-up studies have to investigate learners’ developmental process regarding reading motivation.

자기 평가 및 동료 평가를 통한 공적 말하기 수행평가의 대면 시행과 온라인 시행 시 적합성과 공정성 탐색

박성석 ( Park Seongseog ),임지원 ( Lim Jiwon ) 청람어문교육학회 2024 청람어문교육 Vol.- No.99

This study empirically explored whether suitable and fair assessment results can be obtained when evaluating high school students’ public speaking performance by self- and peer-evaluation in online and face-to-face situations. Twenty-six high school students performed and self-/peer-evaluated public speaking in traditional, face-to-face situations. Twenty-three high school students performed public speaking alone, video-recorded and shared, and then conducted the evaluation online. As a comparative group with them, 22 college students performed and evaluated public speaking online. As a result, both high school student groups lacked the suitability as raters than the college student group, and the deviation in the rater severity was larger. In addition, the public speaking performance ability of the face-to-face/high school students were evaluated lower than those of the online/college students. The implications of these results were discussed from the perspective of oracy education.

오디오북의 국어교육적 활용 가능성 탐색

박성석 ( Park Seongseog ) 한국독서학회 2023 독서연구 Vol.- No.67

The use of audiobooks is increasing rapidly in Korea, the United States, the United Kingdom, and Northern Europe. We examined the concept of audiobooks, media characteristics, the status of use, and reason for use, and discussed the commonalities and differences between traditional book-reading and listening to audiobooks. Then, we proposed several ways to use audiobooks in Korean language education. An audiobook is an ear-hearing book, a secondary work, produced mainly in the literary genre, and refers to recordings of professional reading and conversions through text-to-speech (TTS). The proportion of Korean users in their 20s and 30s is high, and the utilization rate is the same as that of e-books abroad. Audiobooks seem to be used because they are easier to carry and use than printed books, and unlike e-books, multi-tasking is possible. There will be no real difference between listening and reading for native speakers. Still, audiobook listening can be differentiated from paper and e-book reading due to the difference in the affordance between visual reading and auditory listening. In addition, the reading performance of audiobook narrators can have special meaning in terms of literary imagery. In Korean language education, we can use audiobooks for most goals that are approached with printed books in reading classes. Especially in the literature class, we can use them for lower-grade learners that are not fluent at reading text and for higher-grade learners that have to maximize involvement or engagement during reading text and then improve the understanding of literary concepts (e.g., literary imagination) for higher-grade learners. Furthermore, we can use audiobooks for teaching para-linguistic expressions in listening and speaking classes.

연설자의 공신력 각인 발화가 설득 효과에 미치는 영향

박준홍 ( Park Junhong ),박성석 ( Park Seongseog ) 한국화법학회 2021 화법연구 Vol.- No.51

The purpose of this study is to investigate how the speaker's credibility-imprinting utterance affects the whole process of persuasion, and based on the results, suggest the contents of credibility-oriented persuasion education. To accomplish this purpose, the concept of the “speaker's credibility-imprinting-utterance” was established, and its role in the entire persuasion process including acquisition of credibility was examined through experimental treatment and statistical analysis centered on conditional process analysis. As a result, three main findings were drawn. First, the direct effect of “the speaker's credibility-imprinting-utterance → post-credibility” was .31, the direct effect of “prior credibility → post-credibility” was .17, and both effects were statistically significant. Second, the correlation coefficient between message sidedness and post-credibility was -.00, therefore the correlation of message sidedness and post-credibility was not significant statistically. Third, post-credibility showed a direct effect of .81 only on the attitude toward speech, and did not have a direct effect on the attitude and behavioral intention of the speech subject. The causes of the research results were analyzed, and the contents of persuasion education were suggested.

초등교사의 읽기 교육에 대한 인식 : `좋은 독자 교사`의 특성을 중심으로

김정자 ( Kim Jeong-ja ),박성석 ( Park Seongseog ) 한국독서학회 2017 독서연구 Vol.0 No.44

This research aims to differentiate between good reader-teacher(GRT) and general teacher(GT), and to identify GRT`s perception on reading education compared to GT`s. Researchers surveyed 211 elementary school teachers with 14 questions. To differentiate two teacher groups, researchers operationally defined good reader teacher(GRT) as the teacher who shows high Reading Attitude(RA) and high Strenghth of Teaching Reading(STR). A non-hierarchical clustering was conducted. Four clusters emerged, including GRT(high RA-high STR). GRT also shows higer scores in reading time, self-perception as a reading model, recommendations to read, communication with school-parent, completion of teacher education, and participation to specialist programs. Based on the clustering, it was verified whether there are differences between GRT`s and GT`s perception on teaching reading and teacher education. Results are as followings. First, with regard to teaching reading, GRT shows higher agreement with the importance of reading and difficulty of teaching reading than GT, but there are no difference in their priorities. Second, with regard to teacher education, GRT not only shows higher agreement, but also shows different priorities on the competencies which have to encouraged by universities, and policy supports. Some general implications were discussed.

말하기 교육에 대한 중학생의 인식

김승현 ( Kim Seunghyun ),박성석 ( Park Seongseog ) 한국화법학회 2020 화법연구 Vol.0 No.50

This study investigated the perception of middle school students regarding the importance of speaking education in school and the difficulties related to it. We conducted descriptive statistical analysis, correlation analysis, and analysis of free responses. Through this method, educational implications were derived by examining the speaking class experience of the students and evaluating their needs for the speaking class. Students recognized listening and speaking as the most important subjects, and perceived persuasion and explanation as more difficult than conversation. While recognizing the importance of private discourse, they seemed to not recognize public discourse. According to the results of the correlation analysis between the speaking class experience at school and the perception of speaking, speaking class at school actually contributed to improving the speaking ability of the students. It was speculated that they would be contributing little to the recognition that it could be developed through education. However, speaking class has not completely dispelled the perception that speaking ability is acquired naturally, and that it may not contribute to encouraging the students to make an effort to improve their speaking ability. Students’ demands for speaking classes could be categorized in three ways: classes with high suitability for real life, classes through actual performance, and classes on specific types of discourse.

기초학력 진단을 위한 듣기·말하기 영역의 성취기준 개발

이경남 ( Lee Gyeongnam ),박성석 ( Park Seongseog ),김승현 ( Kim Seunghyun ) 한국화법학회 2021 화법연구 Vol.- No.52

This study aims to analyze the validity of achievement standards for developing basic academic ability evaluation items for listening and speaking. First, concepts and definitions related to basic academic ability were explored, basic academic ability related to listening and speaking was determined, and theoretical research for the evaluation direction was conducted. From the theoretical search, beyond reading and writing, it was necessary to include the oral communication skills mainly discussed in the research on basic academic ability. To evaluate spoken communication skills, the nature of listening and speaking skills must be evaluated, and questions that can evaluate mutual communication and empathy skills are required. Based on these theoretical discussions, the 2009, 2011, and 2015 revised South Korean language curricula were analyzed and indicated that the content structure and drafts of the achievement criteria for evaluating basic academic ability in the listening and speaking areas were composed of 1~4 levels. To analyze the validity of the achievement standards, four Delphi surveys and consultations were conducted with a 15-expert panel made up of five elementary school teachers, five secondary teachers, and five professors majoring in Korean language education. Accordingly, achievement standards were constructed. In the future, it is necessary to expand the discussion on the development of achievement standards to analyze student responses through evaluation items that implement achievement standards. To evaluate listening and speaking areas in context, it is necessary to develop computer-based and web-based evaluations.