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Effects of Topic Interest on Text Comprehension and Incidental Vocabulary Learning through Reading
Kang, Eunyoung(강은영) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.13
읽기에 있어서 주제에 관련된 배경 지식과 언어 능숙도 같은 학습자의 개별 차이가 독해에 중요한 영향을 미친다고 알려왔다. 본 연구에서는 개별 능력 차이 중 특별히 주제의 흥미도가 제 2 언어의 독해와 언어학습에 어떤 영향을 미치는가에 대해 조사하였다. 이를 위하여 현 연구에서는 영어를 외국어로 공부하는 72명의 학습자가 주제 흥미도가 높거나 낮은 지문을 읽고 독해 평가와 어휘 평가를 수행하였다. 학습자의 독해와 어휘 학습은 선택형 평가 문항과 수용적 어휘 학습을 측정하는 도구를 통해 각 각 평가되었다. 분석 결과 지문의 흥미도는 학생의 독해와 지문을 통한 어휘 학습에 긍정적 영향을 미치는 것으로 밝 혀졌다. 본 연구는 지문의 흥미도가 독해와 어휘 학습에 미치는 영향을 동시에 조사함으로써, 학생의 지문에 대한 흥미도가 높을 때, 학생의 읽기에 대한 참여도가 높아지고, 이것은 독해와 어휘 습득의 향상을 같이 가져온다는 것을 밝혔다. Previous research on reading has shown that individual differences, including background knowledge and target language proficiency, play a crucial role in reading comprehension. The present study focused on one of the individual differences, topic interest, and explored its effect on text comprehension and incidental vocabulary learning through reading. 72 Korean high school student read either high- and low-interest topic texts and completed text comprehension and vocabulary tests. Text comprehension and vocabulary learning were measured using a multiple choice questions and receptive vocabulary tests, respectively. A multivariate analysis of covariance (MANCOVA) was performed to test the main effects of topic interest (high vs. low) on text comprehension and vocabulary gained through reading. The results revealed positive effects of topic interest on text comprehension and incidental vocabulary learning through reading. Through concurrent investigation of the impact of topic interest on text comprehension and vocabulary learning, the study provided evidence that when learners’ interest in a text’s topic is high, it can induce a higher level of engagement in reading, which in turn can improve both reading comprehension and vocabulary gains.
Kang, Jong Yeon,Kim, Mikyung,Kang, Yuna,Lee, Wonmok,Ha, Tae Kyung,Seo, Ji Hae,Son, Young Gil,Ha, Eunyoung Elsevier 2017 Biochemical and biophysical research communication Vol.493 No.1
<P><B>Abstract</B></P> <P>Thyroid hormones (THs) as a therapeutic intervention to treat obesity has been tried but the effect of THs on body weight and the mechanistic details of which are far from clear. This study was designed to determine and elucidate the mechanistic details of metabolic action of THs in high-fat diet (HFD) fed Sprague Dawley (SD) rats. Rats were made surgically hypothyroid (thyroidectomy, Thx). Body weights and food and water intake profoundly decreased in HFD fed thyroidectomized group (HN Thx). Results showed that delayed insulin response, increased total cholesterol, high-density lipoprotein, and low-density lipoprotein in HN Thx. Unexpectedly, however, Thx reduced serum and hepatic triglyceride concentrations. Further studies revealed that Thx dramatically increased circulating GLP-1 as well as increased expressions of GLP-1 in small intestine. Diminished hepatic expressions of lipogenic genes, were observed in HN Thx group. Beta-catenin and glutamine synthetase, a known target of β-catenin, were up-regulated in the liver of HN Thx group. The expressions of gluconeogenic genes G6P and PCK were reduced in the liver of HN Thx group. The results may suggest that surgery-induced hypothyroidism increases GLP-1, the actions of which may in part be responsible for the reduction in water intake, appetite and hepatic steatosis.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Surgically-induced hypothyroidism in rats decreased food and water intakes. </LI> <LI> Surgically-induced hypothyroidism dramatically lowered triglyceride while increased total cholesterol, HDL and LDL. </LI> <LI> Surgically-induced hypothyroidism increased glucagon-like peptide 1 possibly through β-catenin signaling. </LI> </UL> </P>
Effects of Peer Feedback on L2 Students’ Writing
EunYoung Kang 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.2
This study explored the effect of peer feedback practices over a 12-week semester on the development of Korean EFL learners’ writing abilities at both the global level (i.e., organization and content) and the local level (i.e., grammar, vocabulary, and mechanics). High school students from two intact classes were assigned to either an experimental (n=24) or a comparison (n=24) condition. Both groups took pre- and post-writing tests. The experimental group took part in peer-review training and peer reviews, whereas the comparison group engaged in self correction and regular English instruction. In the post-test, the peer-review group achieved a higher mean total writing score than the comparison did. A multivariate analysis of variance revealed that the peer review group significantly outperformed the comparison group in terms of organization, content, and grammar. Participants who display more positive attitudes toward peer reviews benefited more than those who did not hold a favorable view toward feedback Pedagogical implications for peer reviews in EFL classes are discussed.
Vocabulary Learning via Dual-Subtitled Viewing: The Effect of Different Task Types
EunYoung Kang 한국영어학회 2023 영어학 Vol.23 No.-
This study examined the effects of viewing dual-subtitled videos under different task conditions. The participants included 60 university students learning English from three classes. They were equally assigned to three different vocabulary-learning conditions. All participants first viewed dual-subtitled videos, then two experimental groups completed one of the learning tasks (either a sentence writing task or a fill-in-the-blank task). A comparison group did not complete any learning tasks. Participants’ immediate and delayed vocabulary gains of target words under three different task conditions were compared. The results revealed the highest level of vocabulary gains among learners engaged in sentence-writing tasks with target words. Students were only able to learn some of the target vocabulary by viewing dual-subtitled videos without engaging in any vocabulary learning task (the comparison group), but vocabulary gains were relatively small compared to those who completed a blank-filling task additionally. The findings have theoretical and pedagogical implications for vocabulary learning within the context of video-based learning.
Accuracy of BRCA1/2 mutation prediction models in Korean breast cancer patients
Kang, Eunyoung,Park, Sue K.,Yang, Jae Jeong,Park, Boyoung,Lee, Min Hyuk,Lee, Jong Won,Suh, Young Jin,Lee, Jeong Eon,Kim, Hyun-Ah,Oh, Se Jeong,Kim, Sung-Won Springer-Verlag 2012 Breast cancer research and treatment Vol.134 No.3