외국어 학습에서의 컴퓨터 및 모바일 기기의 교육 효율성에 대한 연구

주치운 한국컴퓨터정보학회 2023 韓國컴퓨터情報學會論文誌 Vol.28 No.5

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'. 본 연구는 정보통신기술(IT)의 발전으로 외국어 교육과 학습에서 기존의 전통적인 ‘훈련과 연습(drill and practice)’의 방법에서 벗어난 ‘컴퓨터 보조언어학습(Computer-assisted learning: CALL)’과‘모바일 지원 언어학습(Mobile-based Language Learning: MALL)’이 실제로 어학 교육에 미치는 영향을 분석한다. 연구 대상은 비교적 영어 능력이 상대적으로 우수하지 않고, 또한 영어학습에 대한 동기부여를 충분히 느끼지 못하는 전문대학 1학년 학생들을 대상으로 진행하였다. 연구 방법은 멀티미디어 저작 도구를 이용하여 디지털 콘텐츠를 제작하여 이러닝(e-learning) 시스템에 등재하여 교육보조재료로 한 학기 동안 활용한다. 동영상 콘텐츠는 컴퓨터, 스마트폰, 테블릿, 노트북등 다양한 매체로 접근하여 활용할 수 있도록 구성한다. 동영상 콘텐츠에 대한 설문조사를 통하여 콘텐츠의 구성, 학습에 도움 여부, 보완해야 할 부분, 콘텐츠 접근 빈도, 학습경로 등을 분석한다. 분석의 결과를 통하여 정보통신기술을 활용한 어학 학습의 효과, 교육용 콘텐츠의 개선해야할 부분 및 교육에 어떻게 활용해야 하는지에 대해 제언한다. 궁극적으로는 ‘플립러닝((Flipped Learning)’을 위한 컴퓨터 및 모바일 매체에 대한 효용성 분석과 활용방안을 제언한다.

A Personalized English Vocabulary Learning System Based on Cognitive Abilities Related to Foreign Language Proficiency

( Dai-young Kwon ),( Heui-seok Lim ),( Wongyu Lee ),( Hyeon-cheol Kim ),( Soonyoung Jung ),( Taeweon Suh ),( Kichun Nam ) 한국인터넷정보학회 2010 KSII Transactions on Internet and Information Syst Vol.4 No.4

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner`s cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

Analysis of Mobile-based Vocabulary Learning Activities on University Students Vocabulary Acquisition and Online Learning Behaviors

Bonggyu Kim 한국영어학학회 2019 영어학연구 Vol.25 No.1

The purpose of this study was to explore how the mobile-based vocabulary learning positively affected learners’ lexical competence, language learning strategies and motivation on vocabulary learning. While taking a language program as an elective module, forty three university students participated for a semester. The students were guided to conduct their vocabulary learning through their mobile devices with given lexical items that were provided by their teachers during the data collection period. They were also asked to take vocabulary assessment through both online and offline as well as participating in the survey on the mobile-based language learning activities. The results indicated that mobile-based vocabulary learning affected learners’ positive improvement of lexical competence and their own language learning strategies, and motivated them on vocabulary learning. Moreover, the mobile-based vocabulary learning behaviors cultivated independent and self-regulated learning style with the support of technology. As a suggestion of the future study, more data on teachers’ scaffolding behaviors on learning lexical items should be collected and analyzed in order to maximize learners’ successful vocabulary learning.

CALL Design (Computer Assisted Language Learning) for the English education in Korea

Lee, Woo Joo(이우주),Choi, In Soon(최인순) 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

Today’s busy learners often find it hard to squeeze time out of their everyday hectic life to study in the traditional face-to-face classroom settings. They continuously ask for the authentic and realistic English experience in the present classroom of non-English environment. Yet English teachers find it hard to meet all of the learners’ needs in the regular classroom settings. The solution on both of the parts of the learners and the teachers could be CALL Design, the convergence of education and technology, which may tackle many of the complaints and problems. This study examines the current state of CALL Design and its practical usage in EFL classes in Korea. CALL Design stands for Computer Assisted Language Learning. It is an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of the materials to be learned. CALL Design is a term, applicable to all types of computer-based learning--that is, e-learning. Among the computer assisted learning tools, the most commonly used is the internet. which places English in an international context, promoting language learning by helping students to experience authentic English. The electronic discourse tends to be more lexically and syntactically complex than the oral discourse and features a broad range of linguistic functions beneficial for language acquisition. The study concludes that using CALL Design can reduce students’ anxiety and increase their motivation by providing authentic setting for them to learn English language in non-English speaking environment. In accordance with the growing interest and benefits of CALL Design, the teachers need to become more familiarized with using the internet and its various functions. They must learn how to use specific search tools in order to prepare their lessons. For further study, more research is to be done in the teachers’ and student’s perceptions and responses of using CALL Design for EFL teaching and learning to enhance the quality of English education in Korea.

CALL Design (Computer Assisted Language Learning) for the English education in Korea

이우주,최인순 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

Today’s busy learners often find it hard to squeeze time out of their everyday hectic life to study in the traditional face-to-face classroom settings. They continuously ask for the authentic and realistic English experience in the present classroom of non-English environment. Yet English teachers find it hard to meet all of the learners’ needs in the regular classroom settings. The solution on both of the parts of the learners and the teachers could be CALL Design, the convergence of education and technology, which may tackle many of the complaints and problems. This study examines the current state of CALL Design and its practical usage in EFL classes in Korea. CALL Design stands for Computer Assisted Language Learning. It is an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of the materials to be learned. CALL Design is a term, applicable to all types of computer-based learning--that is, e-learning. Among the computer assisted learning tools, the most commonly used is the internet. which places English in an international context, promoting language learning by helping students to experience authentic English. The electronic discourse tends to be more lexically and syntactically complex than the oral discourse and features a broad range of linguistic functions beneficial for language acquisition. The study concludes that using CALL Design can reduce students’ anxiety and increase their motivation by providing authentic setting for them to learn English language in non-English speaking environment. In accordance with the growing interest and benefits of CALL Design, the teachers need to become more familiarized with using the internet and its various functions. They must learn how to use specific search tools in order to prepare their lessons. For further study, more research is to be done in the teachers’ and student’s perceptions and responses of using CALL Design for EFL teaching and learning to enhance the quality of English education in Korea.

한국 영어교육의 콜 디자인 (컴퓨터 보조에 의한 언어습득) 활용 연구

이우주 ( Woo Joo Lee ),최인순 ( In Soon Choi ) (사)한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

Today’s busy learners often find it hard to squeeze time out of their everyday hectic life to study in the traditional face-to-face classroom settings· They continuously ask for the authentic and realistic English experience in the present classroom of non-English environment· Yet English teachers find it hard to meet all of the learners’ needs in the regular classroom settings· The solution on both of the parts of the learners and the teachers could be CALL Design, the convergence of education and technology, which may tackle many of the complaints and problems· This study examines the current state of CALL Design and its practical usage in EFL classes in Korea· CALL Design stands for Computer Assisted Language Learning· It is an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of the materials to be learned· CALL Design is a term, applicable to all types of computer-based learning--that is, e-learning· Among the computer assisted learning tools, the most commonly used is the internet· which places English in an international context, promoting language learning by helping students to experience authentic English· The electronic discourse tends to be more lexically and syntactically complex than the oral discourse and features a broad range of linguistic functions beneficial for language acquisition· The study concludes that using CALL Design can reduce students’ anxiety and increase their motivation by providing authentic setting for them to learn English language in non-English speaking environment· In accordance with the growing interest and benefits of CALL Design, the teachers need to become more familiarized with using the internet and its various functions· They must learn how to use specific search tools in order to prepare their lessons· For further study, more research is to be done in the teachers’ and student’s perceptions and responses of using CALL Design for EFL teaching and learning to enhance the quality of English education in Korea·

Collaborating Online with Four Different Google Apps: Benefits to Learning and Usefulness for Future Work

Matthew Andrew 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.4

This project is in response to the need to integrate new forms of technology in language-learning classrooms, to not only enhance learning, but equip students with the technological and collaborative tools to prepare them for future academic and professional contexts. The purpose of this study was to 1) investigate student attitudes towards doing various language-learning tasks on Google apps, 2) explore some of the advantages and limitations of using Google apps as a cloud-based collaborative tool, and 3) investigate student behaviors while collaborating on Google apps. Surveys and interviews were used with 31 participants in a pre-university EAP course in the UAE to explore student perceptions of using four Google apps (Sheets, Slides, Docs, and Forms) to do various language-learning tasks. Field notes based on observations of one in-class task were also analyzed to investigate student behaviors while collaborating. Participants reported advantages of collaborating on Google apps such as ease of use, working together from different places, and being able to give feedback online. In regards to behaviors, participants showed a tendency to divide their work while collaborating. Some possible limitations to doing language-learning activities on Google apps will be discussed, as well as implications of the study.

컴퓨터기반 제2 언어쓰기의 효과성 메타분석

이준규 ( Junkyu Lee ),임동옥 ( Dong Ok Lim ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.2

이 연구는 메타분석을 이용하여 제2 언어쓰기 영역에서의 컴퓨터 활용의 효과성에 대한 검증을 목적으로 한다. 특히 이 연구는 컴퓨터기반 제2 언어 쓰기 교수법의 효과와 이 효과에 영향을 줄 수 있는 중재변수들을 탐색한다. 메타분석의 기준에 적합한 총 29개의 연구를 대상으로 분석을 실시하였다. 분석결과, 컴퓨터기반 제2 언어 쓰기 교수법은 중간 크기의 집단간 효과(Hedge의 g= .65)와 큰 크기의 집단내 효과 (Hedge의 g= .99)를 나타냈다. 따라서, 컴퓨터 기반 교수법은 제2 언어쓰기에 효과적인 것으로 보인다. 중재변수 분석에서는 동료피드백과 같은 사회적 협동변수는 집단 간 효과에서 큰 효과를 나타내었다. 반면 집단간 효과에서 투입된 모든 변수들이 효과적인 것으로 나타났다. This study aims to systematically synthesize years of research comparing the effects of computer-assisted L2 writing instruction via meta-analytic approach. Specifically, the current study sought to explore the overall effect of computer-assisted L2 writing instruction, as well as its moderating factors (e.g. context, treatment). A total of 29 primary studies, including 23 journal articles and six dissertations, were analyzed. The results indicated that computer-assisted language L2 writing instruction has a medium effect among between-groups (Hedge’s g= .65) and a high effect among within-groups (Hedge’s g= .99), indicating that technology is an effective tool for enhancing L2 writing. The moderator analyses indicated that factors related to social learning and social collaboration (e.g. peer feedback, bulletin) tended to yield higher effect sizes for between-group comparisons. With respect to within-group contrasts, on the other hand, all effect sizes for moderator variables were high. Drawing upon findings from the current meta-analysis, we offer suggestions for future research in computer-assisted L2 writing instruction.

Integrating Culture into CALL

정희정 대한언어학회 2009 언어학 Vol.17 No.1

The present study investigates the cultural elements and changes in computer-assisted language Learning (CALL) classrooms. With integrating technology into language classrooms, students experience other culture and learn the target language in various ways. Thus, this paper focuses on cultural aspects with technology integration. First, this paper addresses the relationship between culture and language learning. Then, four technological applications are chosen to discuss the learning environments including students' cultural experiences. This paper implies the roles of culture with intercultural dynamics for language learning in CALL classrooms

Language Learners as Digital Bricoleurs: Exploring Independent Learning in Individual Digital Ecologies

Sherman, Brandon,Briggs, Neil 영상영어교육학회 2020 영상영어교육 (STEM journal) Vol.21 No.4

Though there is a wealth of digital resources available for independent computer-assisted language learning, language teachers may find mixed success in supporting learners in using it. Teachers need to understand their learners and how educational information-communication technology and the target language are integrated in their lives. We present the concepts of digital ecology and digital bricolage. Building on a prior survey study on English learner technology use at a Korean college, this qualitative case study explores ways that four Korean college students integrated technology and English into their lives. Drawing on a priori and emergent themes from interviews, we explore students’ digital ecologies and their processes of digital bricolage. We found that types of technology use varied across these cases, suggesting the value of digital ecologies for thinking about student technology use. Further, variations of technology use across the cases suggest that learners draw selectively from their available digital ecologies based on their perceptions of what it means to learn English and their personal priorities. We propose a framework for understanding language learner digital bricolage based on formality and instrumentality. This framework is of value to researchers and teachers who want to support students in digitally mediated self-directed language learning.