대학 교양영어 교육의 효과

윤유진(Eugene Yoon) 한국중원언어학회 2018 언어학연구 Vol.0 No.47

This study was intended to examine the effectiveness of the current English curriculum practiced at Liberal Arts College of K-university to discover effective methods or ways in teaching general English education in the universities. The results were investigated by studying the relationships between English academic achievement and determinants related to the students’ majors and the types of professors using twodependent or two-independent samples t-test and ANOVA on the basis of the achievement analysis among the participants (n = 842). The empirical results are as fellows: First, there is significant English improvement through the English course. Second, the impacts of determinants related to the students’ majors and the types of professors on English academic achievement are versatile. This study will be used to suggest the one of the most innovative ways to general English programs that best fit the various practical conditions such as students’ majors and types of the professors in general English education through the analysis of English achievement.

사교육, 방과후학교, EBS 참여가 학업성취에 미치는 효과분석

윤유진(Yoon, Eugene),김현철(Kim Hyun-chul) 한국교육행정학회 2016 敎育行政學硏究 Vol.34 No.1

본 연구의 목적은 사교육, 방과후학교, EBS의 학업성취 효과를 비교를 통해 방과후학교, EBS의 사교육 대체성을 검토하기 위한 것이다. 과도한 사교육이 사회문제가 되고 있는 한국의 현실에서 저렴한 비용의 방과후학교와 EBS의 학업성취 효과를 사교육과 비교하는 것은 이런 면에서 매우 의미있다고 할 수 있다. 사교육, 방과후학교 및 EBS의 참여학생과 비참여학생의 배경변인이 가시 적으로 차이가 있거나 방과후학교에 있어서 도시지역보다 농어촌 지역의 학생들이 활발하게 참여 하는 등 기존의 연구에서 사교육·방과후학교·EBS 참여집단의 특성이 비참여집단과 동질적이지 않 아 그 효과를 일반화하는데 한계가 있다는 것이 제한점으로 지적되었다. 따라서 본 연구는 이러 한 제한점을 극복하고 사교육, 방과후학교, EBS 참여하는 학생들의 배경이 다르기 때문에 발생하 는 선택편의(selection bias)를 제거하기 위하여 경향점수매칭 분석방법이 사용되었다. 본 연구에 사용된 사교육 자료는 2013년 통계청에서 조사한 사교육 자료를 이용하였다. 경 향점수매칭 분석을 위하여 방과후학교 19,035명, EBS 16,076명, 사교육 19,295명의 표본이 분 석에 사용되었다. 학업성취효과에 영향을 주는 사교육, 방과후학교, EBS의 효과를 알아보기 위하여 경향점수매칭 분석방법에 의한 로지스틱 회귀모형을 통해 효과분석을 실시하였다. 경향점수매칭에 의해 사교육, 방과후학교, EBS의 학업성취 효과를 비교한 연구결과, 방과후 학교 및 EBS 학업성취효과가 사교육 효과에 못지않음을 발견하였다. 학업성취 효과는 사교육 이 6.82%, EBS가 5.04%, 방과후학교가 4.81%, 순으로 높게 나타났다. 2013년 통계청 조사에서 초·중·고 학생1인당 사교육비 23.9천원, 방과후학교 비용은 3.2천원 그리고 EBS 비용은 0.2천 원으로 사교육의 비용이 방과후학교나 EBS에 비해 월등히 높다. 이런 점을 고려한다면 방과 후학교나 EBS가 사교육에 비해 크게 열등하지 않으며 방과후학교나 EBS가 비용대비의 효율 성이 사교육에 비해 높은 것으로 평가할 수도 있다. 특히, 사교육을 받지 않는 학생들에게 방 과후학교나 EBS는 실질적으로 큰 도움이 될 잠재력이 충분한 것으로 보여진다. 특히, 일반계 고등학교의 학업성취효과의 경우 방과후학교(7.91%), EBS(6.09%), 사교육(4.18%) 순으로 나타 나 고등학교급에서는 사교육보다 방과후학교와 EBS 효과가 크다는 것을 알 수 있다. The main purpose of this study is to investigate how participation in private tutoring, Afterschool and EBS programs affects school achievement by using the propensity score matching(PSM) analysis method, and to examine the effects of Afterschool and EBS programs, which are alternatives to private tutoring. For this study, private tutoring data researched in 2013 by Statistics Korea were used. Samples were collected twice in a year through an Internet survey from a total of 78,000 subjects, including approximately 44,000 parents(private tutoring expenditure, attitude survey) and 34,000 students(attitude survey). The impact of variables deemed influential on school achievement was analyzed first. In order to investigate the impact of private tutoring, Afterschool programs and EBS on school achievement, an effectiveness analysis was performed using a logistic regression model of the regression and propensity score matching methods. In addition, the regression model was used to figure out variables that influence in private tutoring expenditure. In this study, SAS (Ver. 9.3) was used for analysis. Estimation and matching of propensity scores were stratified and conducted for each school level. Specifically, propensity scores were estimated for each of elementary, middle, general high and specialized high school and used for matching. Data including missing values were excluded and propensity scores were obtained using the logistic regression analysis. For matching of 16 cities and dos, the Firth’s penalized likelihood logistic regression analysis was used to calculate propensity scores. Second, the matching algorithm introduced by Parsons, et al. (2004) was applied to match to the student level at the one-to-one ratio. Third, the independent samples t-test was utilized to diagnose the equality of covariants among groups before and after matching in this study. Fourth, the paired t-test was conducted to measure treatment effects by using the matched data, and to verify causal effects with the selection bias removed. The results of the study are as follows. According to a comparison analysis on school achievement affected by participation in afterschool programs based on propensity score matching, students who participated in afterschool programs showed better school performance than those who did not, before and after the matching. Nevertheless, students who took afterschool programs had 4.64% higher school achievement than those who did not before the matching, whereas the difference in school achievement between the two groups grew to 5.81% after the matching. And also, according to the comparative analysis of the impacts of watching EBS programs on school achievement based on the propensity score matching, students who watched EBS programs had better school achievement than those who did not before and after the matching. The difference in school performance between those who watched EBS and those who did not reached 5.13% before the matching, which decreased to 5.04% after the matching. According to the comparative analysis on school achievement effects from private tutoring, afterschool programs or EBS based on the propensity score matching, private tutoring posted 6.82%, EBS 5.04% and afterschool programs 4.80%, indicating high participation. By school level, private tutoring scored 8.17%, afterschool programs 3.13% and EBS 0.74% in elementary school, whereas private tutoring reached 12.94%, EBS 3.62% and afterschool programs 2.62% in middle school, indicating that private tutoring had the largest effects in middle school. Nonetheless, afterschool programs marked 10.88%, EBS 6.09% and private tutoring 4.18% in general high school, which is in the reverse order of the order of elementary or middle schools and indicates the larger influence of afterschool programs in general high schools compared to that of private tutoring.

대학생의 L2( 영어) 글쓰기 효능감과 수행능력에 영향을 미치는 변인 분석

윤유진(Yoon, Eugene),배상훈(Bae, Sanghoon) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.2

English writing skill is one of the most useful ones for national ranking on world markets. In addition, the Korea government is preparing to apply a NEAT (National English Ability Test) to college admission exams from 2015, which includes speaking and writing skills as well as listening and reading skills. Therefore this article aims to investigate variables affecting English writing self-efficacy and ability of the university students. The results are 1) the variables affecting English writing self-efficacy are sexes, high school types, parents' educational backgrounds, L1 writing attitude, L1 writing ability, L1 writing self-efficacy, the period of English learning, English study hours at high school, English study hours at university and any period of staying abroad. 2) the variables affecting English writing ability are sexes, high school types, father's educational backgrounds, L1 writing ability, period of English learning, English study hours at university and periods of staying abroad.

ESL과 EFL학습프로그램에 의한 아동 영어능력 비교연구

윤유진(Yoon, Eugene),정영숙(Chong, Young-Sook) 한국생활과학회 2005 한국생활과학회지 Vol.14 No.6

국내 우수학생 지원프로그램 사례연구

이연주(Lee, Yeonjoo),윤유진(Yoon, Eugene) 한국문화융합학회 2017 문화와 융합 Vol.39 No.5

The purpose of this study is to present cases of ‘Honors Program at University’ as a program for the distinguished students. The Honors Program is a caring community of talented students providing support to aspiring scholars. Students are encouraged to participate in Honors curriculum and non-curriculum programs. Students can achieve their full academic potential by completing the coursework of university honors programs and satisfy their intellectual curiosity by engaging in research programs or creative endeavors inside and outside the classroom. To investigate the factors to influence developing the ‘Honors Program at University’, the cases of 6 universities were used. The research methods of this study are document examination the programs of 6 universities, researches of preceding studies about ‘Honors Program at University’, and interviews with managers of the programs. As a result, a special agency for the program is highly recommended. It should accomplished unique purpose different from other organizations in the campus. Moreover it is essential to established web-management system to control the programs, such as curriculums, non-curriculums, faculty members and consultation system. Most of all, it is important to lead students’ active involvement with less obstacles and quite a few motivation. 본 논문의 목적은 국내 우수학생프로그램의 사례를 분석하여 우수학생프로그램을 개발하고자 할 때 고려해야 할 사항을 점검하고, 모델개발 시 해결과제를 제시하여 참고가 되고자 한다. 국내 6개 대학에서 개분석결과, 국내대학의 우수학생프로그램은 전담기구의 설치가 절실한 상황이며, 대학 내 다른 지원사업과 우수학생프로그램이 차별화 될 수 있는 모델로서 개발되어야 한다. 또한 교과와 비교과, 멘토교수, 상담지원체제 등을 통합 ․ 관리할 웹관리 시스템이 개발 될 필요가 있다. 마지막으로 우수학생프로그램을 설계할 때 우수학생이 계속적인 참여와 인증과정을 지속하도록 불필요한 장애요인은 최소화하여야 한다. 운영책임자에게는 우수학생이 인증을 마칠 때까지 계속적으로 동기 부여할 수 있는 과정관리의 개입이 요구된다. 설 운영 중인 우수학생프로그램을 연구대상으로 하였다. 연구 방법은 국내외 우수학생프로그램에 대한 선행연구와 국내 6개 대학의 우수학생프로그램을 조사하였으며, 미국우수학생프로그램연합회의 우수학생프로그램 운영지침을 기반으로 하여 운영담당자와 인터뷰하여 분석하였다.

대학생의 글쓰기에 대한 태도 및 인식이 글쓰기 자기 효능감에 미치는 영향 분석

배상훈(Sang Hoon Bae),윤유진(Eugene Yoon) 중앙대학교 한국인적자원개발전략연구소 2012 역량개발학습연구 Vol.7 No.3

글쓰기가 대학교육을 통하여 길러야 할 핵심 역량으로 부각되고 있다. 본 연구의 목적은 대학생의 글쓰기에 대한 태도 및 인식이 글쓰기 자기 효능감에 미치는 영향을 탐색하는데 있다. 독립변인으로는 성별, 학년, 출신지역 규모, 부학력, 모학력, 소득수준 등 개인적 배경과 출신고교 유형, 대학 전공 유형 등 교육적 경험을 활용하였고, 글쓰기에 대한 태도와 인식으로는 글쓰기에 대한 흥미 및 결과 기대 수준을 적용하였다. 종속변인인 글쓰기 효능감은 일반적인 글쓰기 역량에 대한 효능감과 특정 과제별(실용적 글쓰기, 학문적 글쓰기, 창의적 글쓰기) 글쓰기 역량에 대한 효능감으로 나누어 분석하였다. 전국 15개 대학에 재학 중인 1,053명의 대학생 자료가 활용되었으며, 중다회귀분석을 실시하였다. 연구 결과에 따르면, 일반적으로 대학생의 개인적 특성은 글쓰기 효능감과 관련이 없었고, 글쓰기에 대한 흥미 수준과 결과 기대가 글쓰기 효능감에 영향을 미치는 것으로 나타났다. 예외적으로 학술적 글쓰기에서는 학년이 올라갈수록 효능감이 높았고, 창의적 글쓰기 분야에서 여학생의 글쓰기 효능감이 높았다. 또한 창의적 글쓰기에서 학생의 결과 기대는 효능감에 영향을 미치지 않는 것으로 나타났다. 본 연구는 대학생의 글쓰기 효능감을 향상시키기 위해서는 학생들이 글쓰기에 대하여 흥미와 긍정적 태도를 가질 수 있도록 유도하고, 글쓰기의 중요성을 충분히 인식할 수 있도록 하는 것이 필요하다는 점을 제언한다. This study examined the relationship between the attitude and perception on writing and writing self-efficacy of university students. Independent variables include socioeconomic characteristics, educational experience, the attitude and perception on the importance of writing. Samples are 1,053 students from 15 universities in Korea. Multiple regression analysis was employed to examine the relationship between writing self-efficacy and predictors, particularly writing interest and writing expectancy. In general, the relationship exists between the positive attitude on writing and writing self-efficacy of university students, controlling for other variables. The greater writing interest and outcome expectancy, the higher writing self efficacy. An exception was the relationship between the writing outcome expectancy and writing self efficacy in creative writing. The study results suggest that, in order for university students to improve writing self-efficacy, it is essential to help them develop positive attitudes and interest in writing.

영어사교육 참여 및 영어사교육비 지출에 영향을 주는 변인분석

김동욱(Kim, Donguk),윤유진(Yoon, Eugene),남진현(Nam, Jin-hyun) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.3

Private tutoring or shadow education is considered as a serious social problem in Korea. Furthermore, the average expense of English private tutoring per student is 81,000 won which comprises 33.8% of total tutoring expense. Total amount that all families spend in 2011 is 6.7685 trillion won. Most Korean households are suffering an ever-growing burden from private education. This study is to examine the main factors leading to overgrown private tutoring of English in Korea. English private supplementary instruction is differently influenced according to levels of public school system, elementary school, middle school and high school. Many other factors, such as economic situation, location of school, parental educational background, student’s school record also affect the expense and the participation of English private tutoring. The data are collected by the Korean Statistical Information Service(KOSIS) in 2011 and released by the Ministry of Education, Science and Technology and KOSIS in 2012. Statistical methods used in this study are CART, Logistic Regression, and Hierarchical Linear Model. The results show that main factors to affect the participation of English private tutoring are family income, student’s school record, location of school. Also, main factors affecting the expense of English private tutoring are family income, location of school and parental educational background.

영어 사교육비 및 참여 경감에 대한 방과후학교 및 EBS 효과

김동욱(Donguk Kim),현수영(Suyoung Hyun),윤유진(Eugene Yoon) 한국중원언어학회 2015 언어학연구 Vol.0 No.36

This study is to examine of the effects economic advantage from the participation of afterschool programs and EBS. For this study, samples were collected twice in a year through an internet survey from a total of 78,000 subjects, including parents and students in elementary, middle or high schools nationwide by Statistics Korea. The impact of variables deemed influential on private tutoring fee was analyzed first. In order to investigate the impact afterschool programs and EBS on private tutoring fee, the Hierarchical Linear Models and logistic regression model were used to figure out variables that influence private tutoring costs and participation in private tutoring. In this study, SAS(Ver. 9.3) was used for analysis. The results show that the participation of afterschool program and EBS could be the main factors leading to lessen the private tutoring of English. And also the results reveal that main factors to affect the participation of English private tutoring are family income, student’s school record, location of school.

원어민 영어보조교사 선발 및 관리 지원 현황과 개선 방안

박준언(Park, Jun-Eon),최희경(Choi, Heekyong),최춘옥(Choi, Chun Ok),윤유진(Yoon, Eugene) 한국외국어교육학회 2010 Foreign languages education Vol.17 No.2

This study evaluated the current selection and support systems of native English speaker teachers (NEST) and proposed suggestions for the improvement of the systems. Through the analysis of the data collected for this purpose, main systemic problems emerged and were categorized into three parts. First, regarding the selection of NESTs, lack of expertise and difficulty in hiring qualified NESTs were the most serious problems. Second, as for managing and supporting NESTs, the roles were not efficiently divided among central EPIK, metropolitan and provincial offices of education, local offices of education, and schools. Third, the number of hours of training programs for NETSs was not sufficient and the programs needed more hands-on contents. Based on these evaluations, several suggestions for the improvement of the systems were proposed.

영어 교과서 개선 방안 연구

이흥수(Lee, Hung-So),차경환(Cha, Kyung-Whan),이재희(Lee, Jai-He),이재근(Lee, Jae-Keun),윤유진(Yoon, Eugene) 한국응용언어학회 2009 응용 언어학 Vol.25 No.1

The purpose of this study was to investigate English textbooks currently used in Korea in order to improve those that are now major sources of learning materials. For this purpose the researchers examined those English textbooks approved under the 7th National Curriculum, and reviewed some used by elementary and middle/high school students. In addition, a follow-up survey obtained practical views, and needs expressed by English teachers, teaching experts, administrators, and parents. A total of 746 participants was selected nationwide for the survey. Most (86%) indicated they were not satisfied with the current textbooks in English, and approximately 40% noted they do not reflect practical communicative needs sufficiently. For future selections, a more diverse range of English textbooks is necessary in order to reflect students" varying needs and interests.