인공지능 도구를 활용한 초등영어 의사소통능력 향상 모형연구

윤택남 ( Yoon Tecnam ) 한국외국어대학교 외국어교육연구소 2024 외국어교육연구 Vol.38 No.2

본 연구의 목적은 초등영어학습자의 실질적 의사소통능력 향상을 위한 말하기-듣기지도에 있어 인공지능 기반 도구가 초등학습자에 어떠한 영향을 미치는지를 살펴보고 이를 기반으로 맞춤형 초등영어 말하기-듣기 지도 모형을 제시하는 것이다. 이러한 목적을 달성하고자 2년간의 걸친 실험연구가 진행되었으며 실험결과는 전문가 집단과의 협의와 검토를 걸쳐 의사소통능력 증진 모형을 제안하는 데 활용되었다. 개발된 모형은 우리나라의 교육과정이 추구하는 교육목표, 비전과 전략을 담아내고 시대와 사회가 요구가 요구하는 미래 인재상 및 핵심 의사소통 역량을 배양할 수 있는 가치를 비전을 담고 있다. 4차 산업혁명시대 인공지능 분야에 관한 연구가 현재 다양한 산업 분야 및 학문 분야에서 이루어지고 있음에도 불구하고, 아직 초등학습자를 대상으로 한 외국어 학습에 관한 연구와 모형 개발은 희소하며 국내에서의 연구는 전무한 실정이다. 따라서 인공지능을 활용한 영어학습의 성공적인 콜라보레이션을 통해 앞으로의 초등영어교육에 많은 시사점을 제공해 줄 것으로 기대한다. The purpose of this study is to examine how artificial intelligence-based tools affect elementary school learners in speaking-listening ability to improve practical communication skills of elementary school English learners, and to present a customized elementary school English speaking-listening guidance model. To achieve these goals, a two-year experimental study was conducted, and the experimental results were used to propose a speaking-listening education model through consultation and review with a group of experts. The developed model contains a vision of the value of being able to capture the educational goals, visions, and strategies pursued by the Korean national English curriculum and to cultivate future talent and core communication capabilities required by the times and society. Although research on the field of artificial intelligence in the era of the 4th industrial revolution is currently being conducted in various industrial and academic fields, research and model development on foreign language learning for elementary school learners are still scarce in Korea. Therefore, it is expected that the successful collaboration of English learning using artificial intelligence will provide many implications for future elementary English education.

외래환자 당일검사 활성화 방안

남윤택,유종균,이정희,정지윤,김해정,박경희,여진희,최윤숙,유현영,이지수,박영주,임미애,안성균,박영주 한국의료QA학회 2009 가을학술대회 Vol.2009 No.3

EBS AI 펭톡을 활용한 초등학습자들의 영어학습 효과

윤택남 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.3

The purpose of this study is to investigate the effects of EBS AI PengTalk when it is used in a public elementary English class. This research focused on the development of elementary school English learners’ speaking ability as well as their attitude change in learning English with EBS AI PengTalk. To answer these questions, 45 elementary school students in Gangwon province participated in this case study. The findings revealed as follows. First, students showed improvement in speaking. The mean score was improved by about 0.8 points compared to the pre-test, and there was a significant difference in speaking ability in general. Second, regarding the change of learning attitude toward English, students showed a positive perspective in studying English with EBS AI PengTalk. The mean was escalated at about 1.0 and there was also a significant improvement in the learning attitude. Third, students showed positive academic progress gradually by getting used to AI-embed learning activities, even though they faced a few technical difficulties and challenges in using the learning tool. To sum up, the integration of EBS AI PengTalk played a positive and active role both in boosting elementary school English learners’ speaking ability and in changing their learning attitude. .

인공지능 학습 애플리케이션 활용이 초등영어 학습에 미치는 효과

윤택남 대구교육대학교 초등교육연구소 2022 초등교육연구논총 Vol.38 No.2

워드클라우드 활동이 초등영어학습자들의 어휘능력과 정의적 태도 변화에 미치는 영향

윤택남,석경오,최가영 한국외국어대학교 외국어교육연구소 2019 외국어교육연구 Vol.33 No.4

The purpose of this paper is to investigate any changes of primary English learners’ vocabulary and affective domains using wordclouds. In order to answer these questions, a 8-week pilot study was conducted with 43 focal participants in Gangwon province. After dividing into two groups(control and experiment), the control group had an intervention with a wordcloud activity. For data gathering and analysis, both pre-/post vocabulary tests, as well as survey questionnaires on the affective domains were administered. The results revealed that the vocabulary learning with wordclouds helped learners to improve their vocabulary capacity, and it proved as an effective tool to make them engaged in learning deeply by providing motivation and self-confidence towards further English learning. 본 연구는 워드클라우드 활동이 초등영어 학습자의 어휘력과 정의적 영역에 어떠한 변화를 가져오는 가를 살펴보는데 그 목적이 있다. 이를 위하여 강원지역 43명의 초등학생을 대상으로 8주간의 실험연구가 실시되었다. 어휘 수업은 매 차시마다 15분간 진행되었으며 참여자는 실험반, 통제반으로 나누어 실험을 실시하였다. 실험에 앞서 두 반의 동질성 여부를확인하기 위하여 어휘 테스트가 진행되었으며 결과 동일집단으로 판단되어 실험이 실시되었다. 실험반은 워드클라우드를 활용한 어휘수업을, 통제반은 교과서와 어휘학습지 중심으로 전통적인 어휘학습을 실시하였다. 실험결과에 따르면 워드클라우드 활동은 일반적 암기 위주의 어휘학습과 비교해 학습자들의 어휘력 향상에 도움을 제공하였으며 정의적 영역에 있어서 자신감과 학습동기가 많이 향상되는 양상을 나타냈었음을 확인할 수있었다.

인공지능 활용 교육에 대한 한국인영어교사와 원어민영어교사 간 인식비교 연구

윤택남(Tecnam Yoon),정진경(Jin Kyeong Jung) 한국중원언어학회 2021 언어학연구 Vol.0 No.58

This quantitative study examines K-12 English teachers’ (N = 107) perceptions of AI-based instruction in South Korea. Drawing on practice related to computer-assisted instruction (CAI), this paper compares in-service Korean English teachers and Non-Korean English teachers. A questionnaire was used to explore the teachers’ general perceptions of AI and familiarity with AI-supported education and the responses of 52 Korean English teachers and 55 Non-Korean English teachers were used to examine differences between the two groups of English teachers. The results revealed that there is no general consensus between the two groups of English teachers about the definition of AI-based instruction. However, both groups identified lack of AI knowledge as their main challenge to incorporating AI in their teaching. Non-Korean English teachers showed more positive perceptions and expectations for using AI than Korean English teachers. The article concludes with a call for extensive research on evidence-based AI-supported teaching and systematic teacher training programs for both groups of teachers for effective, widespread AI applications.

음성대화처리기술 기반 In-Class 앱을 활용한 초등영어학습자의 반응 연구

윤택남 ( Yoon Tecnam ),홍선호 ( Hong Sunho ) 서울교육대학교 초등교육연구원 2021 한국초등교육 Vol.32 No.특별호2

본 연구에서는 음성대화처리기술 기반 In-Class 앱을 활용한 초등영어학습자의 반응을 살펴보는 데 그 목적이 있었다. 이를 위하여 5학년 초등영어학습자 72명을 대상으로 실험을 실시하였으며 사전-사후 설문지를 통하여 그 결과를 살펴보았다. 그 결과를 정리하면 우선, 음성대화처리기술을 활용한 수업은 초등영어학습자들의 인식도에 긍정적인 영향을 미쳤다. 또한 사전과 사후에 있어 통계적으로 유의미한 차이가 있는 것으로 나타났다. 이는 In-Class와 같은 음성대화처리 기술의 활용이 영어 학습자들에게 학습효과를 제고하고 관심을 불러일으키는 데 유용한 방법임을 시사 한다고 할 수 있다. 두 번째로 음성대화처리기술을 활용한 수업이 초등영어학습자들의 정의적 영역 미치는 영향을 살펴본 바, 자신감, 태도, 몰입도, 가치, 동기, 흥미에 있어 긍정적인 변화를 나타내었다. 자신감과 동기도, 그리고 흥미도 면에 있어서는 통계적으로 유의미한 것으로 드러났다. 끝으로 음성대화처리기술을 활용한 수업이 초등영어학습자들의 만족도에 끼치는 영향에 관해 살펴본 결과, 만족도 하위항목 가운데 효과성을 비롯한 모든 항목에서의 긍정적인 변화가 나타났다. 대응표본 t-검정을 실시한 결과에서는 학업의 효과성, 성취도, 의지 면에서 통계적 유의미한 차이가 발견되었다. 위와 같이 본 연구를 통해 음성대화처리기술 기반의 영어 학습은 긍정적인 교육적 효과와 활용 가능성 있는 것으로 확인되었다. 이는 기초의사소통능력 신장이라는 목표 달성을 위한 한 가지 방안으로서 그 의의가 있다고 볼 수 있다. The purpose of this research study is to investigate the responses of the primary ELLs’ recognition, affective factors and learning satisfactions towards VRC(Voice Recognition Technology)-based English learning. In order to answer these questions, 72 young ELLs enrolled in the fifth grade at B elementary school in Gangwon Province participated in this study. A survey questionnaire, as a main research instrument was administered, and analyzed quantitatively after collecting. The results show as follows: First, English lessons with VRC played an important role in escalating young ELLs’ overall recognition. There was also a significant difference between pre- and post-survey on the recognition, which means VRC helped young ELLs gain educational effects and concentration. Second, English lessons with VRC changed young ELLs’ affective factors, such as self-confidence, attitude, value, motivation and interest, positively as time went. There was also a significant difference in self-confidence, motivation and interests. Lastly, the improvement of learning satisfaction appeared, particularly in the pedagogical effectiveness. There was also a significant difference in effectiveness, achievement and willingness. To sum up, it can be concluded that English learning with VRC has positive effects and merits on young ELLs’ educational achievement, learning attitude and learning satisfaction. Suggestions for further study are to be addressed.

영어매개강의에 대한 예비초등영어교사의 학습 만족도와 효능감 분석

윤택남 한국콘텐츠학회 2023 한국콘텐츠학회논문지 Vol.23 No.4

This study investigated the learning satisfaction, effectiveness, and perception of English-mediated lectures for 31 prospective elementary school English teachers attending S University of Education. To this end, a total of 10 weeks of experimental classes were conducted, and the analysis results through the questionnaire and the lecture evaluation results were summarized as follows. First, the average learning satisfaction of all pre-service elementary school English teachers who experienced English-mediated lectures was 3.76, and the paired samples t-test showed a statistically significant difference compared to general Korean-based classes. Second, as a result of examining the effectiveness of English-mediated lectures, the overall average was 3.68. In particular, among the sub-variables, the effect on the learning environment was very high, and the t-test showed a statistically significant difference, which was judged to have a positive effect on the change in learning motivation, attitude, and will of pre-service elementary English teachers. Third, as a result of analyzing the results of the lecture evaluation, opinions on positive and negative aspects were similarly derived. When synthesizing the research results, the effect of English intervention lectures was confirmed, and finally, an educational proposal for the application of English intervention lectures was described.

대학 교양영어 수강생들의 영어 어휘학습전략 탐색 연구

윤택남 인문사회 21 2022 인문사회 21 Vol.13 No.5

대학 교양영어 수강생들의 영어 어휘학습전략 탐색 연구윤 택 남* 연구 목적: 본 연구는 대학 신입생들이 사용하는 영어어휘학습전략 유형에 따라 전략사용이 어떤 차이가 있는지 분석해 보고, 연구 결과를 토대로 개별화된 영어어휘학습을 명시적으로 지도하기 위한 자료로 활용하기 위함이다. 연구 방법: 대학생들이 갖는 영어어휘학습에 대한 전략을 파악하기 위하여 강원도 소재 K대학에 재학 중인 1학년 124명을 대상으로 5단계 척도로 구성된 설문지가 활용되었으며 설문은 기억, 상위-인지, 보상, 인지, 정의적 전략과 같이 5개 하위요소로 분류하여 배포하였으며 수집된 결과는 빈도분석과 기술통계를 통해 분석하였다. 연구 내용: 연구결과 참여자들은 새로운 어휘나 표현을 학습할 때 반복적으로 기억하는 방식을 가장 선호하고 문맥상 추론을 통한 하향식보다 개별 단어의 의미에 초점을 둔 상향식을 선호하였으며, 새로운 단어를 직면할 때 사전 사용을 선호함을 확인할 수 있었다결론 및 제언: 종합해보면 어휘학습 전략에 있어 적절한 암기 및 반복과 상향식 방식을 더욱 발전시킬 수 있도록 도움을 제공하는 것과 더불어 학습자들에게 알맞고 흥미와 동기 그리고 성향을 충분히 고려한 어휘학습을 지향할 수 있도록 안내하는 것이 효과적이라고 할 수 있다. 핵심어: 어휘학습, 영어어휘지도법, 영어어휘학습전략, 대학영어학습자, 교양영어 □ 접수일: 2022년 8월 26일, 수정일: 2022년 9월 15일, 게재확정일: 2022년 10월 20일* 춘천교육대학교 영어교육과 교수(Professor, Chuncheon National Univ. of Education, Email: yoon@cnue.ac.kr) A Study on Strategies of University ELLs’ EnglishVocabulary Learning in General English CourseTecnam Yoon Abstract: This study aims to identify strategies for English vocabulary learning of university students in general English course and use them as basic data to guide the effective vocabulary learning. To achieve this purpose, this research was conducted with 124 university freshmen taking a general English class. As a research instrument, a questionnaire on English vocabulary learning strategies was distributed, and the collected data were analyzed through frequency analysis and descriptive statistics. The contents of the analysis were about the types of use of English vocabulary learning strategies by the each participant. The results showed that the participants preferred the method of memorizing repeatedly when learning new vocabulary or expressions and the bottom-up method focusing on the meaning of individual words rather than the top-down method through reasoning in context in general. Based on these findings, some educational suggestions for teaching vocabulary were made, and then educational implications were provided. Key Words: Vocabulary Learning, English Vocabulary Teaching, English Vocabulary Learning Strategies, University ELL, General English

구글 Read Along 앱 활용이 초등영어학습자의 발음과 정의적 영역에 미치는 효과

윤택남,Yoon, Tecnam 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.10

The purpose of this study was to investigate the effects of Read Along by Google with primary English learners' pronunciation and affective domains. In order to answer these two questions, a 4-week pilot study was conducted with 24 participants in the 6 th grade. Read Along as a main learning tool was utilized for a reading-aloud activity, and a pre-/post pronunciation test and survey on the affective factors were distributed as a research instrument. The results indicated that a read-aloud activity with Read Along brought a positive impact on the development of learners' pronunciation ability in terms of accuracy and fluency. Participants showed improvement in the post-pronunciation test, compared to the pre-one and there was a significant difference based on the result of the paired samples t-test. Next, the results of the survey on the affective domains illustrated that participants showed overall improvement in learning interest and confidence and there was a significant difference in these factors. Yet, there was not a significant difference in the learning attitude, even though they showed partial improvement.