원격협력학습을 통한 한국 중학생들의 상호문화간 의사소통 능력 함양

구경연 미래영어영문학회 2019 미래영어영문학회 학술대회 자료집 Vol.2019 No.11

초등학교 고학년과 중학생을 대상으로 한 영어과 핵심역량 자가평가 도구 개발 및 타당화 연구

구경연 미래영어영문학회 2020 영어영문학 Vol.25 No.2

The study was designed to develop and validate a self-assessment tool measuring upper elementary and middle school students’ key competencies in English education. With the study purpose, the documents and previous articles were first examined. And, four professional educators and five experienced school teachers were requested to advise on defining the four key competencies specified in 2015 Revised English Education Curriculum, identifying the sub-components of each competency, and developing a self-assessment tool consisting of 59 items. On the pilot-study, 260 students’ responses to the scale were analyzed to explore its reliability and validity. Based on the results of the pilot study, 33 items were chosen for the revised scale and its scale was administered to a total of 324 students. To analyze their responses to the scale, the exploratory factor analysis and the confirmatory factor analysis through a structural equation modeling were conducted. The study found out the 33 items were fully valid and reliable in evaluating students’ four key competencies in English education.

영어과 2015개정교육과정에 기초한 초중학생 핵심역량 평가 척도 개발 연구

구경연 미래영어영문학회 2018 미래영어영문학회 학술대회 자료집 Vol.2018 No.12

내용-언어 통합 학습(CLIL) 기반 국제원격협력학습이 초등학교 고학년의 핵심역량에 미치는 효과

구경연,김신혜,박찬호,양지웅,최진오 현대문법학회 2021 현대문법연구 Vol.111 No.-

With the emphasis on four key competencies specified in 2015 Revised English Curriculum, the study was implemented to investigate how CLIL(Content-Language Integrated Learning)-based global telecollabo- rative learning(GTL) influnenced on developing Korean upper elementary school students’ four key competencies, communication competency in English, self- managementcompetency,civiccompetency,andknowledge-informationprocess competency. To achieve the study’s purpose, the mixed method including students’ self-assessment, teachers’ evaluation, and interviews with students and teachers was employed in the study. First, the statistical analysis was done with the survey responses from 250 upper elementary school students’ self assessment and those from their six English teachers’ evaluation of their students. A qualitative analysis of interview with 53 students and the six teachers was also used in examining the effects of CLIL-based GTL. The study found that CLIL- based GTL influenced on promoting upper elementary school students’ compe- tencies of the self–management, the civic, and the knowledge-information process. Both the students and the teachers considered the experiences of communication with their partners in English to be pleasant and exciting. However, they also felt some challenges caused by technical issues and lack of English proficiency.

협력적 글쓰기 활동이 대학생의 EFL 쓰기 능력에 미치는 영향: 소그룹활동, 짝활동, 개별활동 간의 비교

구경연 현대영미어문학회 2022 현대영미어문학 Vol.40 No.2

The study with a quasi-experimental design has the purpose of exploring the effects of collaborative activities on Korean university students’ English writing abilities. To achieve the study goal, three parallel intact classes (an individual, a pair, and a small group activity) were provided for a total of 70 university English learners, and they were requested to take the pre- and the post-test of English writing. Their writing tests were scored with a holistic and an analytic rating scale. The findings revealed that learners participating in the individual activity obtained higher scores in the post writing test than those in the pair and small group activities. In particular, the learners in the individual activity outperformed those in the pair and small groups in writing abililty in the subsection of vocabulary, grammar, and mechanics. Thus, the study discussed the significance of time-on-task in language learning and learners’ and teachers’ roles in collaborative learning. .

초·중등학교 영어교사들의 에듀테크 도구에 대한 인식과 활용

구경연 언어과학회 2022 언어과학연구 Vol.- No.102

The purpose of the study is to explore how the primary and secondary English teachers perceived the use of edtech tools in implementing their lesson considering their benefits and the functions. The study proceeded with online survey, an individual interview and a focus-group interview. The study found that the primary and the secondary school English teachers used edtech tools for the content development most frequently. When choosing an appropriate edtech tool to their lessons, the teachers prioritized how easily their students were able to use the tool. They also preferred using the edtech tools due to the convenience and the fairness in evaluating students' work. However, they still felt inconvenience when using the edtech tools because of incompatibility among the tools. At last, based on the study results, the guidelines for developing useful edtech tools in primary and secondary school English education and suggestions for future research are given. .

원격협력수업을 위한 영어 교사 역량 탐색

구경연,김신혜 팬코리아영어교육학회 2019 영어교육연구 Vol.31 No.2

The study is designed to explore telecollaborative competencies of Korean English teachers who manage an online exchange program with international education institutes. Rapid development of ICT and the Internet enables language teachers to adopt telecollaborative learning into their English classrooms. Its goal is twofold: to improve students’ linguistic and intercultural competence. Even though a number of studies have demonstrated the benefits of telecollaborative learning on students’ linguistic and intercultural competence, very limited studies have focused on English teachers’ competencies required to facilitate telecollaborative learning. Thus, the study attempts to propose a model of telecollaborative competencies for Korean English teachers based on a Delphi and an additional survey with teachers who have implemented telecollaborative projects. The data were analyzed to categorize the items into four types of competencies (organizational, pedagogical, ICT/digital competence, and attitude and belief). The results showed that a total of 36 competencies is identified as necessary and 13 competencies of them need to be further developed in facilitating telecollaborative learning. The findings of the study will contribute to designing teacher training programs for telecollaborative learning.

중등예비영어교사들의 원격협력학습 경험에 대한 연구

구경연 현대문법학회 2024 현대문법연구 Vol.122 No.-

. The study was designed to investigate how secondary pre-service English teachers develop their intercultural competence through telecollaboration with pre-service teachers in the U.S. and how they perceived their experience on the telecollaboration. To implement the study, nine secondary pre-service English teachers as graduate students in English education participated in the activities of telecollaboration with American pre-service teachers, sharing their opinions on the three topics through three different online learning tools. To achieve the study purpose, the self-evaluated intercultural competence of the participants was compared and their reflection essay was analyzed. The results of the study showed that the telecollaboration enabled secondary pre-service English teachers to promote their intercultural competence and it was also thought to be beneficial to develop the knowledge·information process, the self-management, and the civic competence. However, their experiences were varied depending on the engagement degree in the project. Finally, the study includes its educational implications and limitation.

Development of Korean Elementary School Students’ English Writing Ability through Telecollaboration with American Peers

구경연 언어과학회 2018 언어과학연구 Vol.0 No.84

This study examined whether telecollaborative learning with native peers of English influenced Korean elementary school students’ writing ability. The quasi-experiment was conducted with two groups of Korean sixth grade students, an experimental group and a control group. The experimental group was treated with ten telecollaboration sessions with American peers discussing seven different topics on a blog site. To evaluate their writing ability at a word-level and a sentence-level, all participants were asked to describe a picture in English before and after their asynchronous telecollaboration experience. The outcomes of the study were that the asynchronous telecollaboration helped the participants develop their English vocabulary knowledge and improved their sentence-level writing fluency but not their sentence-level writing accuracy. The study is worthwhile because it provides a guideline for future telecollaboration programs even though the results did not show a strong indication for the relationship between asynchronous telecollaboration and writing ability.

Contribution of collaborative writing techniques to Korean college students’ English writing abilities

구경연 대한언어학회 2011 언어학 Vol.19 No.4

The study was designed to investigate how collaborative writing techniques influence on English writing products of Korean college students and the improvement of their English writing abilities, compared to an individual writing opportunity. 54 college students (48 Korean students and 6 international students) taking two parallel in-tact English composition classes offered by a national university participated in this study. The participants, depending on which section of the writing course they registered, were asked to work on writing an English essay either collaboratively or individually, as three writing phases, pre-, during-, and post-writing step with a variety of activities, proceeded. Three major research instruments (students’ written texts, survey, and interview) were employed to answer three research questions on the contribution of collaborative writing to their English writing improvement. The findings were that collaborative writing techniques were helpful for EFL college students not only to achieve knowledge of English, in particular, usage of grammar and punctuation but to develop their communication skills and English writing strategies even though the study failed to demonstrate that students writing their essay collaboratively produced better written texts than those writing individually. Lastly, pedagogical implications for college English composition courses and suggestions for future studies were also provided.