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조인희(Inhee Jo) 한국중원언어학회 2017 언어학연구 Vol.0 No.44
The micro classes, such as 1:1 and 1:4 classes, in the Philippines are expected to significantly increase the learner’s opportunities to use English, unmatched by the local EFL environment as well as the western ESL environment. However, it was observed that the language gains from the Philippines were insignificant or not as expected, compared to the students’ self-declared confidence. Three reasons were observed why the training in Philippine is not fulfilling expectations. First, Philippine teachers lack expertise in foreign language education. Second, students do not have enough basic language skills to make the most of 1:1 lessons. Third, excessive amount of classes and lack of self-directed learning lower the learning effect. Three improvement plans are suggested. First, On-the-job training should be offered to increase the teaching capacity of the instructors. Second, Pre-departure programs should be strengthened so that students can acquire sufficient basic language skills before starting study abroad. Third, it is necessary to reduce the excessive class hours of Philippine training and to allow self-study time as part of the regular curriculum for students.
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조인희(Inhee Jo) 한국중원언어학회 2021 언어학연구 Vol.0 No.58
This study is an attempt to prove the utility of machine translation(MT) in developing foreign language writing competence of EFL college students. The focus of previous studies was only on the quality of MT itself or the quality of the MT-aided writing, not on whether the systematic use of MT indeed improves the learners’ general English writing ability. In the writing class for this study, 17 students were taught how to effectively utilize MT and asked to actively use MT in English writing practices over 10 weeks. A qualitative comparison of the learners’ direct writings conducted before and after the 10 weeks of training confirmed that the use of MT helped improve learners’ general English writing skills. However, the learner’s improvement in writing skills exhibited no significant correlation with his English proficiency, nor with the increase in his writing confidence. This result implies that the success or failure of the class may depend more on the degree of reflective learning on the part of the student than on such fixed factors as the student’s proficiency and the use of MT.
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대학교육 핵심역량과 전공핵심역량: 영어학 전공을 중심으로
박채희(Park ChaeHee),윤성규(Yun SungKyu),조인희(Jo Inhee) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.2
The study has two purposes; first, it examines core competences for English major within the college and university core competences, and second, it discusses how the core competences for English major were applied to English major curriculum. Participants of the study were five professors in English department and 64 graduates and the workers who are related to English major. Five professors were asked to write necessary core competences for the students majoring English and 64 graduates and the workers to rate the degree of importance and necessity for each course (Important Performance Analysis-IPA). The results show that the main core competences which should be raised for the students majoring English were ‘English Communication Ability’, ‘Understanding of English Culture’, and ‘The Qualifications for Teaching English’. IPA indicated that the core competence for ‘Understanding of English Culture’ was less important and necessary than the other two competences. It is also suggested that core competences for both ‘English Communication Ability’ and ‘Qualifications for Teaching English’ are the main core competences for the students majoring English. Further discussions on how those core competences are applied to English curriculum are addressed.
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