영어 듣기 지도 효과에 대한 메타분석

맹은경,김현정 글로벌영어교육학회 2022 Studies in English education Vol.27 No.4

Many studies have reported extensively on the effectiveness of listening instruction. However, the reported results have been inconclusive and varied across studies. Synthesizing the results of the quantitative research in this domain, the present study investigates the overall effectiveness of L2 listening instruction (LI) on Korean learners’ listening comprehension. This study also examines how potential variables (i.e., institution, listening approaches, listening types, and activities) affect the effectiveness of LI. For this research, 224 samples from 201 primary studies conducted from 2000 to 2022 were included and coded into CMA software to calculate effect sizes by computing Hedges’s g. The results showed a medium effect of LI (ES=.574) on L2 listening comprehension. The effect of LI was also found to vary according to moderator variables. The effect of LI increased as the school level goes up (Elementary School ES=.480; Secondary School ES=.571; University ES=.838). Findings and pedagogical and research implications are discussed.

The Effectiveness of Reading Strategy Instruction: A Meta-Analysis

맹은경 한국영어교육학회 2014 ENGLISH TEACHING(영어교육) Vol.69 No.3

Many experimental studies have reported the effects of strategy instruction (SI) on reading comprehension in Korea, but the reported results are not conclusive. This meta-analysis study, therefore, aims to provide reliable common effects of SI on Korean learners’ reading comprehension. The study also aims to investigate how context (institution, L2 proficiency, gender) and treatment variables (strategy type, numbers of different strategies used, test types) affect the effectiveness of SI on the reading comprehension ability of Korean L2 learners. Through a comprehensive search, 37 primary studies were selected and 45 samples were coded into CMA software to calculate effect sizes by computing Heges’ g. The results of this meta-analysis showed a moderate effect of SI on reading comprehension (ES=.58). All moderating variables except L2 proficiency and gender had a statistically significant moderating effect with medium to large effect sizes for 7 variables and small effect sizes for 4 variables. Findings and pedagogical and research implications are discussed.

English Teachers' Language Anxiety in the Intensive Teacher Training Program and in the Classroom

맹은경 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.2

The purpose of this study is to investigate the effect of the anxiety felt by Korean teachers in both a classroom setting and during an intensive teacher training course. This study also investigates, in these two situations, the associations among the variables of anxiety, speaking ability, English proficiency, age, gender, teaching experience, and teaching grade. 46 secondary teachers participated in this study. The foreign language teaching anxiety scale (FLTAS), the foreign language classroom anxiety scale (FLCAS) and interviews were used to collect the data. For the data analysis, Point-biserial correlation, Pearson correlation, and Multiple Regression were used. The results of this study showed a negative correlation between anxiety and speaking/English proficiency in an intensive teacher training situation but not in a classroom situation. Additionally, no other correlation among variables was found except for a negative correlation among the variables of age, teaching experience and speaking /English proficiency. Anxiety, age, and teaching experience were found to predict 40% of the variance in L2 speaking. Lastly, low proficiency and negative evaluation were the main sources of anxiety in both situations.

새로운 영어몰입연수 형태에 대한 초등교사의 인식에 관한 연구

맹은경 현대영어교육학회 2007 현대영어교육 Vol.8 No.1

The purpose of this study is to investigate trainees' perceptions of the efficacy of a newly developed immersion teacher training program for elementary teachers. A questionnaire and a listening test (TOEIC) were given to the 48 elementary teachers who participated in the program, which was held in Gyeong-gi Province. The results of the study showed that the immersion teacher training program was perceived effective in enhancing the trainees' overall English communicative skills. Trainees, especially the low level group, considered this program very effective in enhancing their English proficiency. Additionally, the participation of foreign graduate students in the classroom activities with trainees was found to be very effective for enhancing trainees' oral abilities and motivation.

Comparison of L2 Listening and Reading Comprehension Strategies: A Case Study of Three Middle School Students.

맹은경 한국교육과정평가원 2006 교육과정평가연구 Vol.9 No.2

This study is a comparison study of the listening and reading strategic behaviors of middle school students involved in a case study. Three middle school students participated in this study. Several group interviews were used to collect verbal data on listening and reading processes as well as listening and reading strategies. In addition to the group interviews, listening and reading questionnaires were used to collect additional data on strategic behaviors in the two different modes. Strategies were coded and tabulated, and the mean and percentage of frequency were used to render a strategy profile of each mode for each participant. The results of this study support the view of a dual process. There were similarities and dissimilarities in the use of strategies as the mode varied. The level of a participant's proficiency also affected their strategic behaviors as the mode changed. Overall, participants used more strategies while reading than while listening. A highly proficient participant in this study used top-down strategies more regardless of the modality whereas the other participants showed the opposite pattern. The results also revealed some difference in the use of modality-specific strategies: the highly proficient participant used more cognitive strategies while listening and more compensation and metacognitive strategies while reading. A greater variety of strategies were used while reading than while listening.

초등학교 학습자의 영어 어휘능력과 영어 어휘학습전략과의 관계

맹은경 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

This study investigated the relationship between the behavior of Korean elementary school students using vocabulary learning strategy and their vocabulary knowledge (vocabulary proficiency level). To be more specific, this study examined the associations of variables such as vocabulary proficiency level, age, and gender with vocabulary learning strategy. 362 elementary school students participated in this study. A vocabulary test and a vocabulary learning strategy questionnaire were used to collect the data. For the data analysis, ANOVA was used. The results of this study were as follows : 1) Overall use of vocabulary learning strategy was not high (3.32). 2) Among vocabulary learning strategies, determination strategies were used most frequently. 3) Compared to other variables, vocabulary proficiency level of learners affected the use of vocabulary learning strategies most: Participants of the high proficiency level group used more vocabulary strategies than those of the low proficiency level group; Gender had no effect on the use of vocabulary learning strategies whereas age had minor effect. Pedagogical implications and directions for further research were suggested.

영어로 진행하는 영어수업에 대한 초등교사 및 학생들의 인식 조사

맹은경 현대영어교육학회 2009 현대영어교육 Vol.10 No.1

The purpose of this study is to investigate the perception of primary teachers and students on an English education policy of Korea, teaching English through English (TEE). This study also investigates the associations among the variables of teachers (gender, English teaching experience as an English subject teacher or homeroom teacher, oversea training experience) and learners (gender, grade, private tutoring, oversea training/schooling experience). 91 primary teachers and 1351 students participated in this study. Questionnaires were used to collect the data. For the data analysis, multiple response, Crosstabs, and ANOVA were used. The results obtained were as followings; 1) There was an agreement between primary teachers and students in recognizing the necessity of TEE but a big gap in recognizing the concept of TEE. 2). Both teachers and students recognized the positive effects of TEE and the importance of English proficiency for the success in implementing TEE. 3) Both teachers and students considered a team teaching as an effective way to implement TEE in Korea. 4) The results mentioned above are associated with learners' variables more actively.

초등학생들의 어휘능력 및 인식에 대한 조사 연구

맹은경,김성혜 현대영어교육학회 2011 현대영어교육 Vol.12 No.2

The purpose of this study is to investigate the perception of Korean primary school students on the vocabulary of their English textbook. It also investigates the vocabulary proficiency level of Korean primary school students and analyzes the associations among student variables (grade, private tutoring, oversea training/schooling experience). One thousand thirty-three primary school students participated in this study. A vocabulary test and questionnaires were used to collect the data. For the data analysis, Crosstabs and Multiple Response were used. The results of this study were as followings; 1) 44.9% students were accorded a vocabulary proficiency level 2 (500word level), 38% of them a vocabulary proficiency level 3 (750 word level) and 6% of them a vocabulary proficiency level 4 (1100word level). 2) Most of the students recognized that the vocabulary of their English text book was not difficult. In addition,49% of the students mentioned that over 70% of the target words were known words and overall 79.5% of them mentioned that more than 50% of the target words were known words. These results were associated fully with private tutoring and oversea schooling experience. 3) Most of the students recognized that they should and can learn at least 4 new words per hour. This result was affected fully by private tutoring and partially by oversea schooling experience. 4) A group of words associated with school life were used the most by the students and they want to learn more specific names of concrete objects or actions.

디지털·AI 기반 영어교육 연구 동향: 텍스트 네트워크 분석 및 토픽모델링 중심으로

맹은경,고호경,손복은 현대영어교육학회 2023 현대영어교육 Vol.24 No.-

This study aimed to discern trends in research related to digital and AI-based English education by examining studies published between 2011 and 2021. We analyzed 337 collected documents using a text-based network analysis method, specifically topic modeling. The findings include: 1) An examination of the year-by-year trend revealed a consistent focus on digital and AI-based English education since 2011, with a noticeable uptick from 2019 and a significant surge starting in 2020. 2) Words appearing with the highest frequency were ‘learning,’ ‘learners,’ ‘online,’ ‘college,’ ‘language,’ ‘program,’ ‘effect,’ ‘activity,’ ‘participant’, and ‘AI’, in that order. 3) Word-network analysis indicated that co-occurrence frequency was highest for word pairs such as ‘learninglanguage,’ ‘college-Korean,’ ‘learning-online,’ ‘learning-teaching,’ ‘learning-model,’ ‘video-lecture,’ and ‘teaching-method’. 4) LDA (Latent Dirichlet Allocation) topic modeling identified six primary themes: ‘instructional models’, ‘AI applications,’ ‘reading strategies and evaluation,’ ‘online course and content,’ ‘writing feedback,’ and ‘factors and effects of individualized learning’. The volume of papers suggests that the most researched topic was the factors and effects of individualized learning. The implications and suggestions derived from these findings are also discussed.

초등영어 교사의 동기유발 전략활용에 관한 연구

맹은경 현대영어교육학회 2014 현대영어교육 Vol.15 No.4

Many studies have investigated the effect and role of motivation in learning andteaching but research on the behavior of primary English teachers using motivationalstrategies is scarce. Thus, the study examined primary teachers’ use of motivationalstrategies in their English class. The study also investigated how teachers’ variables(teaching experience and L2 proficiency) affect their use of motivational strategies. Teachers’ motivational strategy questionnaires were developed based on Keller’sARCS model and used to collect the data. A total of 114 primary English teachersparticipated in this study and Factor Analysis, ANOVA, MANOVA and Paired-samplet-test were used to analyze the data. The results showed that primary English teachers used quite enough amount of motivational strategies while they were teaching English (M=3.793). However the mean score of teachers’ actual use of motivational strategies was lower than that of their perception on the importance of using motivationalstrategies. While teaching experience showed minor effect, L2 proficiency turned outto be the major effect on their use of motivational strategies. Pedagogical implicationsare also discussed.