An Analysis of Infographics and Implications for L2 Writing Education

유호정 ( Yu Ho Jung ) 한국현대영어영문학회 2021 현대영어영문학 Vol.65 No.4

The purpose of this study is to analyze infographics that deliver information and messages with images and text and have practical potentials for L2 writing pedagogy. It is a qualitative text analysis that delves deeper into the limited number of infographics, unveiling their coherent structures and elements cohesively connected to one another. Two infographics selected for this study represent the rhetorical genres of argument and explanation. This study showed the results of in-depth examinations on two infographics, and its examinations involved the rhetorical mode, the layout structure, verbal and non-verbal elements, and rhetorical relations. Especially, the rhetorical relations of each infographic were identified with the use of Rhetorical Structure Theory (RST). It found that the two infographics demonstrated their unique and coherent structure, signifying a variety of rhetorical relations between images and texts, as well as between texts. (Kyungil University)

The Effects of Online Peer Feedback with TrackChanges and Synchronous Computer-Mediated Communication

유호정 ( Ho Jung Yu ),최호성 ( Hoh Sung Choe ) 21세기영어영문학회 2010 영어영문학21 Vol.23 No.2

This study examined the feedback types that students focused on during one peer feedback session with TrackChanges in MS Word and the interactions that the students made in synchronous computer-mediated communication (SCMC). For this study, we investigated 10 university EFL students who were highly proficient levels of literacy in English. They were asked to use the tool of TrackChanges in constructing feedback on student writing and then to hold online conference with an online chatting tool. Data sets included peer`s written commentary with TrackChanges and transcripts of online conferencing. The findings indicated that the students focused primarily on the feedback types of wrong word, style, verb errors, sentence structure, and content. Also, they clarified their feedback in SCMC, although all of the feedback types guaranteed the subsequent revision. The implications of this study were discussed.

학생 글쓰기 모임에서 나타난 동료피드백에 대한 인식과 활동

유호정 ( Ho Jung Yu ) 한국외국어대학교 외국어교육연구소 2014 외국어교육연구 Vol.28 No.1

This study examined the changes of students` giving and receiving peer feedback in a student writing club occurring for about a year. Thirteen students who specialized in English Education participated in this study. To determine the ways of the students` evolving practices and perceptions about peer feedback, two surveys were given to the participants: One was administered after the fall of 2011 and the other after the spring of 2012. The findings indicated that the student writing club helped the participants to develop conducting peer feedback, implying that it contributed to improve their writing ability. In other words, they developed what and how to evaluate a piece of writing and became aware of how to apply evaluation outcomes to their own writing.

EFL영작문 학습에 활용된 원거리 동료피드백에 대한 인식

유호정 ( Ho Jung Yu ) 한국외국어대학교 외국어교육연구소 2014 외국어교육연구 Vol.28 No.2

This study aims at examining college students` perceptions on distance peer feedback. Participants were 23 students, mostly beginners in English proficiency, and they received distance peer feedback over the course of completing three writing tasks. To understand the students` perceptions, the researcher analyzed the 60 written reflective notes that the feedback receivers wrote. The findings indicated that the analysis of the students` reflections illustrated 11 different categorical types under the four areas: writing-related, evaluative, reflective, and interactional. Although the students consistently paid attention to language-related feedback, they became more critical and reflective in evaluating their entire writing through peer feedback. It implies that distance collaboration peer feedback can be one pedagogical strategy in teaching English writing.

예비어학연수 프로그램이 대학생들의 영어 능력, 학습 동기, 정서적 태도, 학습 전략에 미치는 영향

유호정(Yu, Ho-Jung) 신영어영문학회 2015 신영어영문학 Vol.61 No.-

The purpose of this study was to investigate the effects of a pre-overseas English program to support those who were scheduled to study abroad for 6 to 8 weeks in English-speaking countries. For this study, 40 students who represented a variety of disciplines were served as participants. They responded to two surveys: one before the English program and the other after it. The surveys consisted of questionnaires mostly involving English proficiency, motivation, learning attitude, and learning strategies. I analyzed the responses of the 40 students who attended the English program from the beginning to the end with the paired t-test. The results of this study showed that the English program effectively served the participants for their English proficiency, part of motivation, learning attitude, and learning strategies, although the details were varying.

지적전공 학생들의 영어에 대한 학업적 자기효능감, 학습전략, 및 학습동기에 관한 연구

유호정(Yu, Ho Jung),이현준(Lee, Hyun Joon),오은주(Oh, Eun Joo) 한국지적학회 2014 한국지적학회지 Vol.30 No.3

특수목적영어(ESP : English for Specific Purposes)에 대한 연구 교육이 활성화되고 있는 현 시점에서, 본 연구는 영어에 대한 중요도가 높아지고 있는 지적전공 학습자들을 대상으로 학업적 자기효능감, 학습전략, 그리고 학습동기를 통한 영어학습에 관한 일반적 양상을 파악해보았다. 본 연구의 대상은 경일대학교 부동산지적학과의 재학중중에서 지적을 세부전공으로 선택한 학생을 대상으로 하였다. 조사에 참여한 학생은 남학생이 30명과 여학생 11명으로 총 41명이었다. 연구결과, 조사에 참여한 자들은 현대사회를 살아가는 데 영어학습이 필요하고 중요하며 다른 나라의 문화를 배우는 것 또한 매우 중요 하다고 믿고 있었다. 그러나 대부분의 응답자들은 학교에서 교양필수로 제공하는 영어회화 교과목과 TOEIC 교과목 이외에 다른 영어강좌를 수강한 경험이 없었으며, 총 41명의 응답자 중 16명의 응답자가 영어공부를 전혀 하지 않는다고 응답하여 영어에 대한 필요성은 느끼고 있으나, 실제로 영어 공부를 제대로 실천하지 못하는 것으로 나타났다. 결과적으로 응답자들의 학업적 자기효능감, 학습전략, 그리고 학습동기 역시 비교적 낮은 수준으로 분석되었다. 따라서 지적전공 학생들의 영어학습을 돕기 위한 효율적인 방법은 교육과정 내에서 학교차원 혹은 학과차원에서 영어능력 향상에 필요한 학습전략 및 학습경험을 개발하여 전공교육과정과 연계시켜 지속적으로 제공하는 것이 절실한 것으로 판단된다. The purposes of this study are to examine cadastral-science-majoring students' understanding and practice of English from the perspectives of academic self-efficacy, learning strategy, and study motivation and to propose viable solutions for them to learn English effectively. The participants of this study were 41 students majoring in cadastral science at one regional university. For this study, they responded to 30 survey questions involving academic self-efficacy, learning strategy, and study motivation. The results of this study demonstrated that the students assure that they should learn English, with them highly motivated and full of strong desire to learn the language. On the contrary, their learning strategies and experience are not noticeable, the levels of their reading, writing, and speaking competence are relatively low, and also their academic self-efficacy turns out to low. It is implied that the most viable approach to help them to face their learning difficulties is to resolve them in a larger context: university or department. The students can encounter their own successful solution to improving English, provided the university or the department make continuous efforts to develop learning strategies and uncover successful learning stories or experiences and put them into the curriculums.

고등학교 1학년 영어교과서 쓰기활동 과업 분석

최선희(Choi, Sunhee),유호정(Yu, Ho-Jung) 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.4

The purpose of this study is to analyze the writing tasks included in the newly developed high school English textbooks in the aspects of genre, rhetorical structure, task type, and authenticity in order to find out whether these tasks could contribute to improving Korean EFL students' writing skills. A total of nine textbooks were selected for the study and every writing task in each textbook was analyzed. The results show that various types of genres were incorporated in the tasks, but very few opportunities were provided for students to acquire characteristics of specific genres. In terms of rhetorical structure of text, narration, illustration, and transaction were required most, whereas not a single writing task asked students to use classification or cause and effect. Many of the writing tasks analyzed offered linguistic and/or content support through the use of models, which displays traces of the product-based approach to teaching writing. Lastly, most of the tasks lacked authenticity represented by explicit discussion of purpose and audience. Implications for L2 writing task development and writing instruction in the Korean EFL context are discussed.

대학수학능력 외국어시험 대안으로서 NEAT에 대한 인식: 사례연구 중심으로

이승철 ( Seung Chul Lee ),유호정 ( Ho Jung Yu ) 한국외국어대학교 외국어교육연구소 2012 외국어교육연구 Vol.26 No.2

The purpose of this study was to explore the perception of secondary English teachers and students on English education and the National English Ability Test(NEAT). NEAT is designed to measure the holistic English capability, which contains four domains: speaking, listening, reading, and writing. Having developed by the Korea Institute for Curriculum and Evaluation(KICE), NEAT is scheduled to be implemented for university admissions from the academic year of 2013, though the final decision is yet to be made. Though KICE and the government have been focusing on promoting bright prospects for NEAT, some concern that the test might pose some negative impact on English education in Korea, especially for students in the transition period. This study attempted to disclose the details about what teachers and students perceived in relation to English education and NEAT. In doing so, this study conducted a survey with 980 high school students and 20 English teachers. This study might not show overall perceptions of current English teachers and students in Korea. However, this study will be helpful to understand and enhance NEAT in the future.

지방 대학생 직업기초역량 진단도구 개발 및 타당화

김선연 ( Sun Yun Kim ),유호정 ( Ho Jung Yu ) 한국인력개발학회 2013 HRD연구 Vol.15 No.4

본 연구의 목적은 지방 대학생을 고려한 직업기초역량 진단도구를 개발하고 타당성을 검증하는 것이다. 전문가 협의회를 구성하여 5가지 영역 즉 관계역량, 학습역량, 창의역량, 전문역량, 글로벌역량을 추출하고 각 영역별 하위요인과 문항은 교내 전문가와 학생 포커스 그룹을 통해 1차적으로 내용타당도를 검증받았다. 그 다음으로 1,690명의 대학생을 대상으로 설문조사한 데이터를 활용하여 대학생 직업기초역량 진단도구의 타당화 검증을 분석하였다. 탐색적 요인분석 결과, 관계역량은 총 12문항에 대해 타인배려, 사교성, 토론능력, 조직적응력 4개의 요인이 추출되었고, 학습역량은 총 11문항에 대해 자기관리, 읽기/쓰기 2개의 요인이 추출되었다. 그리고 창의역량에서는 총 7문항에 대해 독창성과 실험정신 2개의 요인이 추출되고, 전문역량은 총 7문항에 대해 전공공부, 취업준비 2개의 요인이 추출되었다. 마지막으로 글로벌역량은 12문항에 대해 글로벌마인드와 외국어능력 2개의 요인이 추출되었다. 뿐만 아니라, 요인구조를 파악하기 위해 설정된 연구모형에 대한 확인적 요인 분석 결과, 여러 지수들의 값을 통해 적합한 모형임을 밝혀졌으며, 측정변수와 잠재변수 간의 설정된 모든 경로에서 통계적으로 유의미한 것으로 나타났다. The purpose of this study was to develop the Essential Competency Assessment of Vocation and to verify its validity of the Assessment. For this purpose, Expert Council extracted 5 important competencies including relation competency, learning competency, creativity competency, expertise competency, and global competency. These competencies and their sub-elements were validated through expert group review and students focus group interview. Then, exploratory and confirmatory factor analysis were conducted to validate the Assessment in which 1690 college students participated. The result of exploratory factor analysis showed that relation competency consists of 4 sub-elements and that learning, creativity, expertise, global competency consists of 2 sub-elements respectively. In addition, the result of confirmatory factor analysis supported that the 5 factor structure model of the Assessment fits well.

폐색전증이 의심된 환자에서 두 가지 폐색전증 진단 예측 모형의 평가

박재석 ( Jae Seok Park ),최원일 ( Won Il Choi ),민보람 ( Bo Ram Min ),박지혜 ( Jie Hae Park ),채진녕 ( Jin Nyeong Chae ),전영준 ( Young June Jeon ),유호정 ( Ho Jung Yu ),김지영 ( Ji Young Kim ),김경주 ( Gyoung Ju Kim ),고성민 ( Su 대한결핵 및 호흡기학회 2008 Tuberculosis and Respiratory Diseases Vol.64 No.4