영어 문법 교육에 관한 역사적 고찰: 교육과정과 교과서를 중심으로

서소담,김정렬 한국영어교과교육학회 2020 영어교과교육 Vol.19 No.2

The aim of this study is to investigate a diachronic flow of English grammar education primarily based on curricula and textbooks for each curriculum period. Classification criteria used in this study are deductive vs. inductive grammar teaching, on the one hand, and explicit vs. implicit teaching on the other. The findings of this study are as follows: First, through the entire scope of the study, the applications of the inductive and implicit methods of grammar teaching are mainly observed compared to the deductive and explicit methods. Second, through the historical trend of English grammar education, the teaching methods have changed from the deductive to the inductive method, and from the explicit to the implicit method. The implication and suggestion from this study are as follows: Grammar should be taught, not only focusing on communication and meaning, but also considering learners’ language proficiency and developmental characteristics. Also, follow-up studies are needed to explore desirable methods for future English grammar education.

AI 챗봇 활용 수업이 초등 학습자의 영어 어휘 능력과 정의적 영역에 미치는 영향

서소담,김정렬 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.1

This study aims to investigate the effects of AI chatbot-based activities on elementary English learners’ vocabulary abilities and affective domains. The participants were 109 5th grade students who were divided into two group: the experimental group which used the chatbots and the control groups which took the same classes but didn’t use the chatbots. The research tools were vocabulary test in the vocabulary abilities and survey in the affective domains. Each group was pre and post tested and statistical analysis were conducted through an independent samples t-test and a paired samples t-test. The results of this study were as follows: First, the use of chatbots in the experimental group had a positive effect on learners’ vocabulary abilities compared to the control group. Further, there was an increase between the pre-test and post-test scores in the aspects of literacy and sentence composition. Second, the same results were evident in the affective domains as in the vocabulary abilities, especially learners’ interest and confidence. Additionally, it was found that accuracy of chatbot’s speech recognition was comparatively low; this is a feature which needs to be improved. It is suggested that follow-up studies are needed to conduct the experimental classes by expanding the number of participants or the period of study to gather more empirical evidence.

AI 챗봇 활용 국내 영어학습의 효과 메타분석

서소담,김정렬 한국외국어교육학회 2023 Foreign languages education Vol.30 No.3

This study aims to investigate the effects of using AI chatbots in Korean English education from a macro perspective. For this purpose, 19 experimental studies are selected to conduct a meta-analysis, synthesizing the results of 51 individual study cases. The results of this study are as follows: First, it is found that the overall effect size of using chatbots is more than medium size meaning that a chatbot is an effective tool to learn English. Second, in the aspects of linguistic competence and affective categories, each shows over medium sizes like the overall effect size. In details of the dependent variables, vocabulary and speaking in linguistic competence and motivation in affective categories, large effect sizes are shown. Third, the effect sizes are getting larger, as the younger the students are, the longer the experiment period lasts, and the more purpose-built the chatbot is. But the differences in the effect sizes in terms of these moderators (e.g., school level, experiment period, and chatbot type) are not significant. Lastly, it is suggested that follow-up studies are needed to collect a sufficient number of experimental study cases and subdivide the variables for performing a more detailed meta-anlysis.

AI 챗봇 활용 영어과 교수설계를 위한 교사 및 학생 요구분석

서소담,김정렬 부산대학교 과학교육연구소 2024 교사교육연구 Vol.63 No.1

본 연구에서는 인공지능 챗봇을 활용한 영어과 교수설계를 위해 교사와 학생을 대상으로 요구조사를 실시하고, 결과 분석을 통해 교수설계의 방향과 근거를 도출하였다. 요구조사는 초등학교 교사 47명과 3~6학년 학생 446명을 대상으로 하였으며, 교수설계의 구성요소를 범주화한 설문을 제작해 투입하였다. 본 연구의 결과는 다음과 같다. 첫째, 교사와 학생 모두 영어 수업에 챗봇을 활용하는 것에 대해 긍정적으로 평가하였다. 둘째, 교사와 학생 모두 챗봇 활용을 통해 영어 수업에 대한 학습자의 흥미와 관심이 향상되길 기대하였다. 셋째, 요구분석 결과에 따른 교수설계 시 반영사항을 다음과 같이 도출하였다: (1) 챗봇 사용과 일반 수업 병행, (2) 교과서 구성 체제 중심 교수설계, (3) 말하기 중심 챗봇 활동 개발, (4) 개인 및 모둠 단위 챗봇 활동 구성, (5) 태블릿PC를 통한 챗봇 구동. 본 연구를 통한 시사점 및 제언은 다음과 같다. 챗봇의 활용은 미래 영어 수업에 적절한 대안이 될 것이며, 추후 연구에서는 요구분석 결과 도출된 사항을 바탕으로 실질적인 교수설계가 이루어지길 기대하는 바이다. The aim of this study was to conduct a needs analysis of teachers and students for instructional design in English education using an AI chatbot. For this purpose, a survey was conducted with 47 elementary school teachers and 446 students from the 3rd to 6th grades. The results of this study were as follows: First, most teachers and students recognized the use of chatbots positively in English classes. Second, both teachers and students expected to improve learners’ interest in English classes by using chatbots. Third, the basis of instructional design was derived as a result of the needs analysis: (1) using chatbots in parallel with general English classes, (2) following textbook-based instructional design, (3) developing speaking chatbots, (4) organizing individual or group chatbot activities, and (5) running chatbots by tablet PCs. The implications and suggestions from this study are as follows: It is proven that using chatbots can be an alternative way to conduct English classes. Further, follow-up studies are needed to explore the practical instructional design and implementation based on this study.

Dialogflow를 이용한 영어 교과서 연계 과제형 챗봇 개발

서소담(So-dam Seo),김정렬(Jeong-ryeol Kim) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.18

영어 검정교과서 수행평가 예시자료 분석 : 초등 3-4학년군을 중심으로

서소담(Seo Sodam),김정렬(Kim Jeong-ryeol) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.2

본 연구에서는 초등영어교육 현장에서 활용 가능성이 높은 검정교과서의 수행평가 예시자료를 분석하고자 한다. 이를 위해 김정렬과 이동주(2014)가 제시한 수행평가 이원목적분류표의 평가영역, 평가방법, 평가대상, 평가기준, 네 가지 측면을 중심으로 수행평가 기준안과 평가지가 어떻게 구성되어 있는지 살펴보았다. 본 연구의 결과는 다음과 같다. 첫째, 평가내용으로 언어 기능의 통합과 말하기 영역이 높은 비중을 차지하였으며, 정의적 영역이나 문화 영역에 대한 내용은 부족한 실정이다. 둘째, 평가방법으로 관찰평가와 지필평가가 주로 사용되었으며, 그중 관찰평가는 무분별하게 사용되는 경우가 있었다. 셋째, 평가기준은 3단계 척도가 비교적 높은 비중을 차지하였으며, 평가기준의 진술이 애매하고 추상적이라는 문제를 발견하였다. 본 연구를 통한 시사점 및 제언은 다음과 같다. 첫째, 정의적 영역이나 문화 영역을 평가내용으로 하여 수행평가를 계획한다. 둘째, 평가내용에 부합하는 평가방법을 선정하고, 다양한 유형의 평가방법을 활용한다. 셋째, 명확한 평가기준을 마련하여 평가 운영 시 혼란을 방지한다. 끝으로, 국가 차원에서 양질의 수행평가 자료들을 개발하여 보급하길 기대하는 바이다. The purpose of this study is to analyze the examples of performance assessment from the authorized textbooks that are likely to be used in the field of elementary school English education. For this purpose, performance assessment criteria and sheets are examined how they are organized focusing on four aspects: assessment area, assessment method, assessment subject, and assessment criteria. The results of this study are as follows: First, the integration of language functions and speaking areas account for a high proportion of assessment contents, and the affective and cultural areas are insufficient. Second, observation and written test are mainly used as assessment methods and specifically, observations are used indiscriminately. Third, the three-standards accounts for a high proportion of assessment criteria and it is found that some statements of criteria are ambiguous and abstract. The implications and suggestions from this study are as follows: First, the affective and cultural areas should be chosen as assessment contents. Second, assessment methods have to be selected corresponding to contents. Also, various types of methods are trying to be used. Third, assessment criteria need to be clear. Finally, we hope to be developed and distributed the high quality of examples of performance assessment at the national level.

학교급별 영어수업에 나타난 교사ㆍ학생 상호작용 분석

서소담 ( Seo Sodam ),김정렬 ( Kim Jeong-ryeol ) 부산대학교 과학교육연구소 2020 교사교육연구 Vol.59 No.1

본 연구에서는 FLint 분석법을 사용하여 학교급별 영어수업을 관찰하고, 수업 상황에서 일어나는 상호작용 양상을 살펴보고자 하였다. 이를 위해 에듀넷의 우수수업 동영상을 연구 대상으로 선정하여 수업관찰 및 분석을 실시하였으며, 학교급별 영어수업의 상호작용에 어떠한 차이가 있는지 비교하였다. 본 연구의 결과는 다음과 같다. 첫째, 모든 학교급에서 학생보다 교사의 발언이 높은 비중을 차지하였으나, 학교급이 올라갈수록 상호작용의 점유율이 교사에서 학생으로 점차 이동하였다. 둘째, 초중등 공통으로 교사의 정보 제공 비율이 높았으나, 교사가 학생에게 제공하는 정보의 유형에는 학교급별 차이가 존재하였다. 셋째, 학교급이 올라갈수록 학생의 단순반응은 감소하고, 자유로운 반응은 증가하는 경향성을 보였다. 본 연구를 통한 시사점 및 제언은 다음과 같다. 먼저, 학생의 언어 능력 수준과 발달특성을 고려함과 동시에 학생들에게 실제적이고 의미 있는 입력을 제공하도록 교사 발화가 질적으로 개선되어야 할 것이다. 또한, 학생의 주도적이고 자발적인 상호작용을 촉진하는 방안을 탐색하는 연구가 필요하다 하겠다. This study aimed to observe English classes by school levels through FLint analysis, and investigate the general aspects of interaction. For this purpose, excellent classes were chosen for observation and analysis, which were then compared to notice differences in interaction patterns by school levels. The results of this study are as follows: First, the proportion of teacher-talk is much higher than student-talk at every school level, but the occupancy of interaction is changed from teacher to student as school level increases. Second, the proportion of teacher giving information to students is high, but there are differences in the types of information by school levels. Third, as school level increases, there is a tendency to decrease the students’ simple responses and increase self-directed responses. The implications and suggestions from this study are as follows: Teacher talk should be qualitatively improved for giving students meaningful input considering students’ language proficiency and characteristics of development. Also, follow-up studies are needed to explore how to encourage student-centered interaction.