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Investigating the Task Involvement Load Hypothesis in EFL Learners’ Vocabulary Learning
현주은,김지영 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.1
This study investigated the effect of different types of tasks on vocabulary learning based on the task involvement load hypothesis. A total of 70 university students participated in the research. Four tasks were used in this study: Task 1 involved reading comprehension, Task 2 gap-filling, Task 3 sentence writing, and Task 4 gap-filling with the aid of a dictionary. Immediate and delayed posttests were administered to measure the participants’ short-term learning and long-term retention of the target vocabulary in both reception and production. For the first analysis, an ANOVA was performed to compare performance on Tasks 1 to 3. The results revealed a significant difference among the three tasks in the immediate posttest, and the writing task yielded the highest scores. Thus, the involvement load hypothesis was partially supported. The second analysis used a t-test to compare performance in Tasks 3 and 4. The results showed a significant difference only in the delayed receptive posttest. These two tasks had the same effect on initial learning, but different effects on the retention of vocabulary learning.
현주은,임희주 미래영어영문학회 2019 영어영문학 Vol.24 No.1
Recently, teaching and learning methods by using multimedia in foreign language education have increased. Especially, Artificial Intelligent (AI) has been utilized variously in education as technology has developed. However, little research has been done to investigate the educational applications of AI system. Therefore, this study is to investigate the appropriateness of AI application in English learning by analyzing the data from AI speakers. Two AI speakers, Alxesa and Google home, were chosen and designed 12 questions were asked to AI speakers. The results of the research showed that the speakers’ utterance was too difficult and fast to understand for low and intermediate leveled English learners. However, sociocultural aspects, language pun or other rhetorical expressions were included in their utterance so that it could be used for high leveled English learners to be exposed to authentic English. On the technical point of view, this study suggested that successive turn-taking, various answers, and the feedback of language errors be considered for the future development of AI speakers for English education.
인공지능 기반 개인 맞춤 수학학습 서비스 개발 방향에 관한 연구
현주은,이지근,이대환,이영석,구덕회 한국실천공학교육학회 2023 실천공학교육논문지 Vol.15 No.3
In In the era of digital transition, AI-based personalized services are emerging in the field of education. This research aims toexamine the development strategies for implementing AI-based learning services in school. Focusing on AI-based math learningservice “Math Cell” developed by i-Scream Edu, this study surveyed the functional requirements from the perspective of an educator. The results were analyzed for importance and suitability using IPA, and expert opinions were surveyed to explore specific developmentdirections for the service. Consequently, importance in all areas such as diagnosis, learning, evaluation, and managementaveraged 4.82 and performance averaged 4.56, showing excellent results in most questions, and in particular, importance was higherthan performance. Among certain detailed functions, concept learning, customized task presentation, evaluation result analysis function,dashboard-related functions, and learning materials in the dashboard were not intuitive for students to understand and had tobe supplemented. This study provides meaningful insights by summarizing expert opinions on AI-based personalized mathematicslearning services, thereby contributing to the exploration of the development strategies for “Math Cell”.
현주은,이진화 한국영어교육학회 2018 ENGLISH TEACHING(영어교육) Vol.73 No.1
This study investigated whether task complexity may affect L2 speaking performance as predicted by the Cognition Hypothesis (Robinson, 2011), and whether the effect of task complexity may interact with individual differences in working memory capacity. A total of twenty Korean advanced-level EFL learners performed two separate picture description tasks, which were different in task complexity along [+/- here and now] dimension. Their working memory was measured by an L1 version of a reading span task. The results showed that there was no significant difference between Here-and-Now task (i.e., a simple task) and There-and-Then task (i.e., a complex task) in terms of complexity, accuracy, and fluency of English speaking performance, rejecting the prediction of the Cognition Hypothesis. Yet, it found that working memory correlated with accuracy in L2 performance on the complex task, but not on the simple task. This indicates that the effect of individual learners’ working memory capacity is observable only when a task demands a high control of attentional resources. Conversely, when a task is simple, individual differences in working memory capacity do not result in significant differences in L2 speaking performance.
현주은(Hyun, Joo-eun),김태영(Kim, Tae-Young) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.2
This study investigates Korean office workers' motivation and demotivation in learning English. The participants were 232 office workers learning English. A questionnaire with a 5-point Likert scale was conducted. Factor analyses identified the following four motivational factors: competitive motivation, ideal L2 self, promotion-based instrumentality and ought-to L2 self. Demotivation factors are also investigated and categorized into passive learning style, anxiety, the negative investment value for learning English, and negative attitude toward English. T -test results indicated that the ideal L2 self and the negative investment value for learning of males were significantly higher than those of females. It was also shown that as the year of working experience increases. the degree of demotivation tends to be higher. This study suggests that ESP curricula for different work specifications should be designed. In addition, the company and society in general should provide a certain system to stimulate workers' positive ideal self.
스마트러닝 환경에서 자기주도학습을 지원하기 위한 학습분석 데이터 탐색 및 검증
김지하,박유진,현주은 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.11
목적 본 연구에서는 스마트러닝 학습에서 학습자의 자기주도학습을 구성하는 요인들을 학습분석학 관점에서 탐색 및 정의하고, 해당 학습 데이터의 유형과 특성이 적절한지에 검증하고자 하였다. 방법 학습분석 데이터에 대한 타당성을 확보하기 위해 전문가 타당화 방법을 활용하였다. 이를 위해 이러닝과 교육 연구 및 교육실무 경험을 8년 이상 갖춘 전문가 총 7명이 참여하였다. 각 전문가들에게 본 연구의 대상이 되는 서비스 소개 및 타당화 검사의 목적과 도구에 대해서 설명하고, 이메일을 통해 검사를 총 2회 진행하였다. 결과 스마트러닝 학습에서 학습 전반에서 생성되는 다양한 데이터 중 수집 및 분석 가능한 자기주도학습 데이터에 대하여 정의하였다. 구체적으로 1) 메타인지(계획, 모니터링, 자기평가 및 성찰), 2) 학습전략(수행, 복습, 문제풀이 전략, 정교화, 탐구적 학습전략), 3) 행동전략(시간관리, 학습 수행, 몰입, 집중, 문제풀이 습관, 소셜러닝 참여) 3가지 영역으로 분류하였으며, 총 41개의 세부적인학습분석 데이터를 도출하였다. 결론 본 연구를 통해 스마트러닝 학습에서 자기주도학습을 지원하기 위한 교수 및 학습 방향성을 제공하며, 인공지능 학습 관리 시스템의 기반을 마련했다는 점에서 그 의의를 갖는다.