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대학생의 영어 전공서적을 읽을 때 나타나는 초인지 자각
백지원 ( Jiwon Paek ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.2
The purpose of this study is to investigate the strategy uses andmetacognitive awareness of university students. A total of thirtyrdstudents participated in the study, who are mainly the 3 -yearth ndand the 4 -year students including two 2 -year students. Thedata included reading logs and interview transcriptions and wasanalyzed through a data-driven approach. Four themes emerged:reading with different purposes, sensitivity to comprehensionmonitoring, use of primary reading strategies, and lack of strategyevaluation. The differences existed between the students whowere high in language proficiency and academic achievement andthe students who were low in language proficiency and academicachievement. Both of the groups read the course book withdifferent purposes in the first reading and the second reading andwere sensitive to monitoring reading comprehension. However,when they faced lack of comprehension, the low level studentsused primarily language-focused strategies such as translation. Onthe contrary, the higher level students used more content-focusedstrategies such as rereading the relevant parts or referring to therelated materials. However, the findings were inclusive regardingstrategy evaluation, Some educational implications were suggestedbased on the findings.
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백지원 ( Jiwon Paek ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.3
The purpose of this study is to investigate how prospective English teachers develop and increase their professionalism at university and during their practicum. Nine 4th year students participated in the qualitative study for one semester and the data included interviews, reflective journals, observation fieldnotes as well as lesson plans and teaching materials they produced. The participants developed their professional knowledge and competence as English teachers in two communities of practice at university and at a middle or high school. The learning community at university led to the professionalism development of the prospective English teachers through microteaching and interaction among community members: one professor and peers. Their changing identities affected sharing, developing, and negotiating their practice at the community. Their professionalism also developed in the community of the practicum school. Their identities as a new teacher and a not-yet-professional interacted with and influenced their practice leading to the development of professionalism. However, the expectations to supervising teachers were not satisfactorily met in many cases, which prevented full professional development. Based on the findings, some educational implications were suggested.
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김선영 ( Kim Sun-young ),백지원 ( Paek Jiwon ) 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.4
방과후학교 교육은 지난 수십 년 동안 공교육과 사교육을 잇는 대체 교육시스템으로 정착하는 과정을 거치고 있다. 그러나 방과후학교가 시행 과정에서 여러 교육 및 정책적 문제점에 노출됨에 따라 시스템의 지속 가능성에 대한 우려가 높아지고 있다. 본 연구의 목적은 문헌연구의 고찰을 통해 방과후학교의 교육적 특성을 4개 영역으로 분류해 분석을 수행하였다. 구체적으로, 방과후학교의 교육 특성을 ‘교수·학습, 운영 측면, 사교육, 학업성취도’ 관점에서 분석하고, 이에 기초해 방과후학교가 독립적 교육과정으로 발전할 수 있는 방향성을 제시하고자 한다. 첫째, 교수·학습특성 분석은 방과후학교와 정규 교육과정 간의 상호연계성은 학교급별에 따라 상이한 것으로 나타났다. 둘째, 운영측면의 특성 분석은 방과후학교 프로그램의 질적 개선에 초점을 두고 민간위탁 방식, 교사수급 정책, 수익자 부담 원칙 등에 대한 개선이 필요한 것으로 분석되었다. 셋째, 사교육 특성 분석은 방과후학교가 정착기에 접어든 2008년 이후 사교육비가 급증세로 전환했다는 점에서, 방과후학교 정책이 사교육비 부담 완화에 기여하는 정도가 크지 않은 것으로 나타났다. 넷째, 학업성취도 특성 분석은 지역간 교육격차 해소에 초점을 두고 진행했으며, 방과후 교육활동이 지역간 학업성취도 격차 해소에 기여하지 못하고 있는 것으로 분석되었다. 이와 같은 연구 결과를 토대로, 본 연구는 방과후학교가 공교육 기능을 강화하며 사교육 수요를 흡수하는 독립적 교육과정으로 정착하는데 필요한 개선방향을 제시하였다. The incorporation of after-school program into part of the education system has served for decades as a bridge for public and private education. However, after-school education reveals many educational and policy problems in approaching a sustainable educational system. This study investigates the roles of after-school program in connection to the public and private educational systems, by focusing on the four perspectives of the educational areas such as teaching and learning, operational trait, private education, and academic achievement. The results show that the roles of after-school program as a self-supporting system were limited under the current schooling system. First, the expertise found in after-school program tends to be inferior to the competing private education market, discouraging students’ participation. Second, the role of the program in supporting public education system was not immediate, as can be seen in the educational divide widening across regions and schools. Third, the policy regarding the outsourcing programs and teachers has continually undermined the professionalism and sustainability of after-school education. Accordingly, this study argues that the policy paradigm should be transformed to support after-school program as an independent system bridging the public and private educations.
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영어 글쓰기 수업의 교정적 피드백에 관한 한국문헌 연구
김선영 ( Kim Sun-young ),백지원 ( Paek Jiwon ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.4
The purpose of this review study is to examine written corrective feedback research done in Korea with Korean learners. A total of twenty three studies were selected and reviewed in terms of participants` proficiency, feedback types, target structures, research methodology and effectiveness. The proficiency of participants ranged from beginners to high-intermediate learners but no research was done with advanced learners. Eight corrective feedback studies targeted unfocused feedback which dealt with all types of errors including mechanics while the rest of them focused on selective errors such as articles or tenses. Regarding research methodology, two thirds of them were experimental studies which investigated which feedback types were more effective for target structures. However, some studies showed the problem of no control group and interrater reliability in scoring. A large of research found corrective feedback contributed to accuracy of target structures and metalinguistic feedback was more beneficial to lower level students, in particular. However, the absolute effectiveness of written corrective feedback and the relative efficacy of different feedback types remained inconclusive. Based on the analysis, further research needs were also discussed.
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