Evaluation of Agreement between 64-slice Computed Tomography Angiography and 201-Tl Single Photon Emission Computed Tomography-myocardial Perfusion Imaging in the Diagnosis of Significant Coronary Artery Disease

마지현,강두경,이수진,안영실,임홍석 대한영상의학회 2011 대한영상의학회지 Vol.64 No.6

Purpose: To compare coronary computed tomography angiography (CTA) with single photon emission computed tomography-myocardial perfusion imaging (SPECT-MPI) for the detection of physiologically significant coronary artery disease (CAD). Materials and Methods: We evaluated 202 patients undergoing 64-slice coronary CTA and 201-Tl SPECT-MPI within a 3-month time interval. In addition, 68 patients underwent invasive coronary angiography (ICA). Coronary artery stenoses with luminal narrowing ≥50% were defined as “significant” on CTA and ICA. All myocardial segments were classified as reversible or fixed perfusion defects and normal segments on 201-Tl SPECT-MPI, and were allocated to the corresponding coronary vessels. Agreement and diagnostic performance between each imaging modality for physiologically significant CAD was calculated using the kappa (κ) statistic and receiver operating characteristic analysis, respectively. Results: The sensitivity and specificity of CTA for the detection of physiologically significant CAD were 88% and 86% by patient-based analysis, and 84% and 91% by vessel-based analysis as compared to 201-Tl SPECT-MPI, respectively. The agreement between CTA and SPECTMPI was good (κ= 0.647) and moderate (κ= 0.558) by patientand vessel-based analyses, respectively. The accuracy of CTA for predicting perfusion defects on SPECT-MPI was comparable (area under the curve; 0.814 vs. 0.819, p=0.902 on patient-based analysis, and 0.808 vs. 0.749, p=0.197 on vessel-based analysis) to ICA. Conclusion: Coronary stenosis ≥50% on coronary CTA shows good agreement with perfusion defects in SPECT-MPI.

The Effects of Consciousness-raising Tasks on EFL Learners' Grammar Acquisition and Flow

마지현,조영아 이화여자대학교 교과교육연구소 2019 교과교육학연구 Vol.23 No.1

The current study examines the effects of consciousness-raising tasks on L2 learners' grammar competence and their flow experiences. The participants consisted of 77 Korean college students who were assigned to two consciousness-raising task groups the hypothesis building/checking and classification and one control group. The study used a background questionnaire, pre-, post-, and delayed English grammar tests, and also pre-, and post-flow perceptions questionnaires. The results indicate that the hypothesis building/checking and classification task groups showed significant improvement in terms of immediate learning effects, while the performance of hypothesis building/checking task was much greater than the control group in terms of long-term retention. As for the flow experiences, learners in the hypothesis building/checking group rated themselves as having a faster flow state than the other groups. Based on the findings, pedagogical implications and suggestions for L2 grammar classrooms have been made.

Investigating Boredom and Its Relation to Proficiency in English Language Learning

마지현,조영아 21세기영어영문학회 2023 영어영문학21 Vol.36 No.1

This study aims to develop and verify a reliable scale to measure boredom and also to identify the relationship between the latent factors that cause boredom and Korean students’ proficiency levels in studying English as a foreign language. 258 college students from diverse majors participated in this study. The students were given a background questionnaire, the English Language Learning Boredom Questionnaire (ELLBQ), which was created for this study, and finally a general English test. The potential factors underlying the ELLBQ suggest a six-factor solution: English language learning boredom, teacher and peer influence, indifference towards English-speaking countries, English tests and homework, absence of assistance, and lack of interest in academic subjects. This study also proves that there are significant differences in English learning boredom depending on English proficiency levels. Learners in the lower-proficiency group were more prone to be affected by English language learning boredom, English tests and homework, and also an absence of assistance compared to those in the intermediate- and high-level groups. Additionally, learners in the intermediate group had higher scores on the survey than low-level ones in terms of teacher and peer influence. Based on the findings, pedagogical implications and practical teaching approaches are suggested.

The role of task presentation in L2 college students’ task motivation and English grammar acquisition

마지현,조영아 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.1

This study examines the effects of task presentation on L2 college students’ task motivation and on their acquisition of English grammar. Fifty-two university students with low English proficiency levels were randomly assigned to one of either the purpose or the no-purpose of task presentation groups with 13 pairs of students in each. A trait questionnaire and a task motivation questionnaire were used to gauge the learners’ general motivation towards English learning as well as their task-specific motivation. The learners’ knowledge of grammar was also measured through pre-, post-, and delayed tests. The findings of this study demonstrate that L2 learners’ task motivation was significantly influenced by different types of task presentation, showing the necessity of clear and purposeful task presentation in instructional settings. The results also reveal that learners in the purpose of task presentation group exhibited higher grammar knowledge gains in long- as well as short-term retention. Pedagogical implications were made based on the results.

What Makes English Learning Enjoyable and Anxious in a Korean EFL Context?

마지현,조영아 대한영어영문학회 2020 영어영문학연구 Vol.46 No.3

Ma, Jee Hyun & Cho, Young Ah. “What Makes English Learning Enjoyable and Anxious in a Korean EFL Context?” Studies in English Language & Literature 46.3 (2020): 297-319. The current study explores the latent factors of English learning enjoyment and English classroom anxiety specific to a Korean EFL context. The participants consisted of 395 college students from diverse academic grades and majors. The study employed a background questionnaire, the Foreign Language Enjoyment Scale (FLES), and the Foreign Language Classroom Anxiety Scale (FLCAS). To look at what makes English learning enjoyable and anxious, exploratory factor analysis was conducted using two instruments, and confirmed good validation and reliability of the enjoyment and anxiety scales when examined together. The findings of the study indicate that the latent factors of FLES included interest in learning English, the teacher characteristic and classroom atmosphere, the culture of English speaking countries, fun in English class, language learning strategy use, and cooperation with peers in English class. The underlying factors of FLCAS contained communication apprehension and fear of negative evaluation, negative attitudes towards English class, low self-confidence, and speech anxiety. Overall, the findings of the present study show a richer understanding of constructs of enjoyment and anxiety in language learning and pedagogical implications for EFL settings are also suggested. (Chonnam National University․Gwangju University)

한국 중학생의 창의성 정도와 영어 성취도와의 관계

마지현 대한영어영문학회 2019 영어영문학연구 Vol.45 No.1

This paper explores Korean EFL middle school students’ level of creativity and whether there exist any creativity level differences depending on English achievement scores with 102 students. The participants’ English achievement level was measured using National Assessment of Educational Achievement (NAEA) English scores, and they were assigned to basic (N=21), intermediate (N=54), or advanced (N=27) groups considering the scores. The Torrance Test of Creative Thinking (TTCT) was utilized as a measuring tool for creativity. The TTCT measures three factors of creativity, which are fluency, flexibility, and originality, and a MANOVA was utilized to check the participants’ creativity levels. The participants obtained the highest scores in flexibility, followed by in fluency, and originality. The significant differences were found between flexibility and fluency, and between flexibility and originality. The results indicated that Korean middle school students were familiar with producing ideas with diverse perspective but rather weak for creating unique and uncommon ideas. The findings also revealed that there were significant differences of creativity depending on English achievement level. Overall, the basic group displayed significantly lower level of creativity across all factors of creativity compared with intermediate and advanced groups, suggesting the need to provide more effort for developing creativity of the students with low level English proficiency.

한국인 영어 학습자들의 듣기와 말하기 전략에 대한 메타 인지 지식과 사용에 대한 연구

마지현 21세기영어영문학회 2018 영어영문학21 Vol.31 No.4

This study explores Korean EFL students’ megacognitive knowledge and perceived use of listening and speaking strategies depending on their levels of English proficiency. For this purpose, this study conducted a survey of 161 students at a university in Jeolla province. Based on the TOEIC scores the participants, they were divided into three different proficiency groups: basic, intermediate, and advanced. The findings demonstrated that the higher-level students understood the importance of metacognitive knowledge in English listening and speaking better than those of lower level. Furthermore, the advanced students were highly aware of the importance of metacognitive knowledge related to communicative purposes. With regard to the perceived use of listening and speaking strategies, the advanced students revealed more active use of listening and speaking strategies in real communication as well as in their English learning process compared to the other two groups. Based on these findings, pedagogical implications were made.

Korean College Students’ Perceptions and Readiness Towards Online English Language Learning Courses*

마지현,조영아 한국중원언어학회 2023 언어학연구 Vol.- No.66

This study explores learners’ perceptions and readiness before and after online English courses, focusing on Korean EFL college students. One-hundred and eighty-four first-year college students were assigned to high-, intermediate-, or low-proficiency groups. A background questionnaire, the Online English Learning Perceptions (OELP) scale, the Online English Learning Readiness (OELR) scale, and a diagnostic assessment of English competence were utilized in this study. The results indicate that the students’ proficiency levels played a large role in determining their perceptions and their readiness towards online courses. High- and intermediate-proficiency learners showed greater outcomes than lower-proficiency learners in terms of adaptability, knowledge acquisition, and ease of loading in the OELP as well as their own self-directed learning, learner control, and motivation for learning, which were measured using the OELR. This study also reveals that all groups displayed significant improvement in terms of English competence after engaging in online courses. Based on the findings, the current study suggests pedagogical implications and possible instructional strategies teachers can use in online language classrooms.

Korean High School English Learners’ Knowledge of Collocations: Focusing on Delexical Verbs: make, get, and take

마지현,김영수 서울대학교 언어교육원 2013 語學硏究 Vol.49 No.1

This study examined the high-frequency delexical verbs in seven Korean high school English II textbooks and Korean high school learners’knowledge of collocations focusing on delexical verbs. 209 second-year Korean high school students of learning English participated in the study. In order to analyze the frequency of the verbs in the textbooks,the Natural Language Processing (NPL) Tools program was utilized. A collocation test consisting of 55 collocation items of delexical verbs was taken to measure the Korean high school students’ collocational competence,and a survey of participants’ perception towards the test was carried out. The frequency analysis results displayed that the verbs make, get, and take were most frequently used delexical verbs across the seven textbooks and the collocation test results revealed that the students’knowledge of collocations regarding the delexical verbs was low,showing the rate of correct answers is 38 percent. The participants initially felt that they knew the verbs well but, in effect, their knowledge of the verbs was far from thorough. This study suggests a necessity of teaching delexical verb collocations to L2 learners explicitly and depth of vocabulary knowledge being a part of organizing principles in L2instruction.

L2 쓰기 학습에서 자유글쓰기의 효과

마지현,조영아 21세기영어영문학회 2022 영어영문학21 Vol.35 No.2

This study explores the effects of freewriting on writing performance and anxiety in L2 writing instruction. A total of thirteen Korean college students majoring in English education participated in the study. Three instruments were used: the pre- and post-writing tests, the pre- and post-Writing Anxiety Scales, and the questionnaire of learners’ perceptions and attitudes towards English writing activities. Learners performed freewriting tasks in writing instruction and then completed the writing tests and questionnaires. The results of the study indicate that freewriting significantly influenced learners’ writing abilities and lessened their writing anxiety. In terms of learners’ perceptions and attitudes towards English writing activities, learners considered freewriting and the individual workshop as the most interesting and helpful parts. In addition, learners reported that freewriting was effective in reducing their negative emotions and increasing their self-confidence in English writing. Based on the findings of the study, pedagogical implications and suggestions are provided for L2 writing instruction.