This study aimed to explore the impact of AI image generators on the affective factors of college-level English learners and the correlations among these factors. During a four-week instructional period, 65 participants were asked to use Midjourney as an AI tool for their user experiences. Affective factors including interest, confidence, and participation were measured through pre- and post-surveys. Using Jamovi for analysis, significant improvements were discovered across all affective factors. Noteworthy improvements occurred in confidence, indicating a favorable impact by AI-generated images on English learning. Additionally, correlation analysis demonstrated significant positive relationships between interest and confidence, as well as confidence and participation. This confirms the interconnected nature of these affective elements in the learning process. The findings suggest that the educational use of image-generating AI tools can beneficially influence English learners’ affective domains. The study calls for further investigation into the pedagogical applications of image AI to foster a more interactive, engaged, and self-assured attitude towards language learning.

In light of the expanding use of technology in education, we attempted to analyze how Korean college students perceived the use of Machine Translation (MT) tools in the classroom. Specifically, this study attempted to explore students’ perceptions of their ability to use MT tools and to measure the reliability of the MT-generated output, along with measuring students’ general sense of confidence in English learning. This research analyzed 183 EFL college students’ responses to an online survey, and a one-way ANOVA was used to test for the differences in the averages of three groups. The results of data analysis revealed that 1) Among beginners, intermediate learners, and advanced learners, those self-identifying as advanced had the highest scores on all the factors measured.; 2) There was a significant mean difference in students’ perceptions of the ability to use MT tools, their beliefs regarding MT’s effectiveness as a learning tool, and affective attitudes towards the use of MT tools between beginner and advanced groups. Based on the findings, pedagogical implications for the effective use of MT tools in the Korean EFL classrooms, and suggestions for future research were presented.

This study explored if and to what extent foreign language high school students would benefit from participating in a school English drama contest in terms of English proficiency, affective attitudes, and collaborative competence. For this purpose, questionnaires were constructed to measure students’ perception of their growth in those areas after participating in the contest. Pre- and post-questionnaires were administered to 85 students, and in-depth interviews were conducted with 13 of the survey respondents. In a comparison of the pre- and post-test measures, the study found that the drama contest contributed to reducing students’ anxiety and enhancing their intrinsic motivation. Although pre- and post-test differences in language proficiency and collaborative competence were found to be non-significant, the participants addressed positive aspects of their experience in the contest. For example, they reported that they improved their pronunciation, speaking, and writing skills and that they collaborated and learned from one another by sharing ideas, providing feedback, and exchanging opinions.

The purpose of this study is to analyze the effects of English learning through social media on the perception and affective factors of college students. To this end, researchers examined whether the educational use of YouTube and KakaoTalk, popular among college students in Korea, differs according to English improvement, affective factors, and English level. The subjects of this study were 63 freshmen majoring in Medical Convergence, who were taking college English at C University located in Gangwon-do. An online questionnaire was used for data collection. The collected data were analyzed using Jamovi, a statistical program. The results are as follows. First, the participants positively changed the perception that the use of social media had on the overall improvement of English. Second, the affective domains such as self-confidence, attitudes, values, beliefs, and interests of the participants also changed positively. Finally, it was confirmed that social media has educational value regardless of English level.

The study investigates the effects of corpus-based formulaic sequences learning on developing learners’ writing skills and attitudes. For this purpose, fifty-four high school students participated in the study and were divided into two groups. The experimental group learned formulaic sequences with the corpus-based method, while the control group learned the target items through the definition-centered method. The results of the study showed that no significant difference in writing ability was found between corpus-based formulaic sequences learning and traditional formulaic sequences learning. The corpus-based formulaic sequences learning showed a greater effect on improving grammatical accuracy of writing. The traditional formulaic sequences learning was effective in the acquisition of productive knowledge of formulaic sequences. The results of the survey questionnaire showed that the students showed a positive attitude toward corpus-based formulaic sequences learning, which may mean corpus-based learning can play an important role in increasing students’ motivation. These results may suggest that various corpus-based activities for EFL class need to be developed.

The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.

이 연구의 목적은 STEAM 프로그램이 고등학생의 정의적 영역에 미치는 효과를 알아보는 것이다. 이를 위해 ‘산사태와 우리생활’을 주제로 한 STEAM 프로그램을 개발하여 고등학교 과학 동아리 학생 16명에게 7주 동안 적용하였다. 정의적 영역에 관한 과학적 태도 검사를 사전과 사후에 실시하였으며, 프로그램 적용이 끝난 후 STEAM 프로그램에 관한 설문조사 및 심층인터뷰를 실시하였다. 과학적 태도의 관점에서 STEAM 프로그램은 즐거움, 가치, 자신감, 그리고 일반적인 과학적 태도에서 긍정적 효과를 가져 온다는 것이 나타났다. 프로그램 평가 설문지 결과를 살펴보면 정의적 영역에 도움이 되었다고 응답한 학생이 가장 많았으며 인지적 영역에서도 긍정적 변화가 있음이 확인되었다.

The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

This study was designed to develop a scale to measure primary school English teachers’ professionalism based on affective factors. The Swailes' (2003) scale was used to best reflect the local context where teachers in primary schools teach English to young learners. Three surveys were sent to a total of 1,008 primary school English teachers. Three different focus groups were used to refine the survey items in the modification process from the first to the third survey. The data were analyzed using exploratory factor and confirmatory factor analysis. These results showed the validity of fifteen items for investigating primary English teachers’ professionalism: four items related to 'professional commitment', three related to 'professional autonomy', three items related to professional belief in public service, three items to profession as referent, and two items to professional regulation. It is hoped that the scale items developed in this study can be used to identify the standard of professionalism of primary English teachers and provide policy makers or school decision makers with data that can be used to enhance professionalism within the community of primary English teachers.

The present study investigates affective factors which affect primary English teachers' professionalism. For the analysis of the study, quantitative data was obtained from 576 primary school English teachers who responded to a questionnaire. Qualitative data was also collected from three different focus group interviews and ten individual interviews. A quantitative data analysis shows that collective teacher-efficacy is the best predictor of primary school English teachers' professionalism among the three factors of self-efficacy, organization-based self-esteem, and collective self-efficacy. This result is consistent with interview data which shows that more positive than negative comments are observed in regards to collective teacher-efficacy. Pedagogical implications have been discussed.

The purpose of this study was to examine the effects of information transferring activity on listening comprehension and the affective domains of high school students. A total of 140 students participated in this study, and they were divided into two groups: The control group taught to follow traditional listening instruction, and the experimental group taught to transfer information in listening text to visual materials. The results showed that there was a statistically significant difference in understanding aural texts between the two groups, indicating the positive effects of the use of information transfer technique on listening comprehension. In addition, short-answer and multiple choice techniques produced different results, suggesting a significant test method effect on test results. Lastly, the participants provided generally positive responses to the usefulness of information transfer technique.

This study intended to research the differences between the teaching types of physical education according to students' characteristics, and the affective characteristics on the foundation of classifying the teaching types of physical education into the d

2010년 중학교 1학년 학생들은 새로운 한문 교과서로 수업을 받았다. 개정 교 육과정이 반영되어 검정된 15종의 교과서 중 한 권으로 수업을 받았다. 개정 교육 과정에는 ‘읽기’의 영역이 설정되어 있고, 교과서들은 ‘읽기’ 영역을 반영하려는 노 력이 있었다. 2010년 읽기의 인지적 영역을 중심으로 교과서를 분석한 것에 이어 이 논문에서는 읽기의 정의적 영역에 대한 분석을 목표로 한다. 교육과정의 내용 체계와 교육과정 해설에서 학습내용과 요소를 추출하여 정의 적 영역의 범주를 설정한다. 범주를 5개로 정리하였고, 각 교과서가 5개 영역을 얼마나 충실히 반영하였는가를 분석하였다. 이후 정의적 영역을 반영하는데 있어 서의 문제점과 개선 방향을 제시하고자 하였다. 대부분의 교과서가 범주로 설정한 5개 부분을 반영함에 부족한 부분이 있었다. 문장(단문, 산문, 한시)의 내용과 주제, 선인들의 삶과 지혜 이해 및 건전한 가치 관, 바람직한 인성 함양의 영역은 비교적 충실히 반영하고 있으나, 문장(단문, 산 문, 한시)의 특수한 표현 방식, 전통문화의 바른 이해 및 창조적 계승․발전시키려는 태도, 한자문화권 내에서의 상호 이해와 교류 증진에 기여하려는 태도의 영 역들은 학습목표에 언급하는 정도일 뿐이었다. 구체적인 문제점은 한자문화권의 문화에 대한 반영 방법이 한․중․일 삼국의 한자나 문화에 대한 비교 설명이 전부였고, 양도 그리 많지 않았다. 실제로 태도를 기르는 것이 목표인데, 비교하여 인식하는 정도에 초점을 맞춘 것이다. 또한 정의 적 영역의 학습목표 진술에서도 적절한 서술 용어를 사용하지 않고 있다. 이러한 문제들은 비단 현재의 문제만은 아니었다. 차후 정의적 영역의 교육 목 표에 관심을 쏟아 인지적 영역과의 형평성 문제 및 변화하는 사회에서의 바람직 한 인성 함양을 위해 노력해야 할 것이다.

인성 상실의 가속화와 입시 위주의 인지 교육이 지배하는 현재의 공교육에서 정의 교육의 중요성은 공교육이 시행되기 이전보다 세삼 강조되고 있다. 한문과의 학습 내용에는 학생들의 심미적 감상 능력을 키워줄 수 있는 문학의 요소와, 건전한 가치관을 형성하게 할 수 있는 철학의 요소가 다수 포함되어 있다. 따라서 현행 한문과 교육과정의 ‘성격’과 ‘목표’에는 ‘선인들의 삶과 지혜를 이해하 고 건전한 가치관을 확립한다.’와 ‘전통 문화를 계승 발전시키려는 태도를 지닌 다.’와 같은 정의적 학습 내용과 도달점이 명시되어 있다. 그런데 이러한 교육의 목표가 있을 때 그 목표의 달성 여부를 판단할 수 있는 평가가 존재하여야 함은 지극히 당연하다. 하지만 ‘인지’와 불가분의 관계에 놓여 있는 ‘정의’라는 것의 복 잡성과, 가시적인 결과 값을 획득하기 어려운 ‘정의’의 측정학적 난해성으로 인해 정의 교육 평가는 인지 교육 평가에 비해 큰 관심을 갖거나 만족할 만한 성취를 얻기가 어려웠다. 이 연구는 이러한 점에 착안하여 한문과 정의적 특성 평가 도구를 개발하기 위 한 절차로서 핵심적인 연구 문제들을 제기하는 것에 주요한 목적을 둔다. 따라서 문헌을 두 가지 편의적인 분류, 즉 ‘이론서’와 ‘논문’으로 대별해보고 각각의 연구성과를 살펴보고 그 성과들을 바탕으로 한 후속 연구 문제들을 초점화 유형화 시 켰다. 그 결과 연구자는 다수의 문헌에서 각기 혼용하고 있는 ‘정의적 영역’, ‘정의적 특성’이라는 용어 정립이 필요하며, 한문과 교육 평가는 교과 교육의 특수성을 반 영한 ‘정의적 특성 평가’에 중점을 두는 것이 보다 바람직하다는 것을 주장하였다. 또한 한문과 교육과정을 분석하여 무수히 많은 정의적 특성 가운데 한문과 교 육 평가에서 측정하여야 할 세부적인 정의적 특성은 ‘감상’, ‘가치’, ‘태도’등으로 압축될 수 있다는 것을 제시하였다. 이 연구는 궁극적으로 한문과 정의적 특성 평가 도구를 개발하기 위한 절차를 마련하였다는 점에 주요한 의의가 있다. 정의 교육 연구라는 지극히 난해한 문제 에 있어서는 더욱더 과학적 절차가 중요하므로, 이 연구에서 제기한 핵심 쟁점들 이 어느 정도 해결되었을 때 한문과 정의적 특성 평가 연구는 한 단계 도약할 수 있을 것이다.

이 연구의 목적은 열린교육과 탐구학습을 위한 야외 지질학습장을 개발하고, 야외학습이 과학의 정의적 영역과 학업성취도에 미치는 영향 등을 알아보았다. 야외지질 학습장은 전북 부안군 격포 채석강 일대와 정읍시 내장동에서 순창군 쌍치면에 이르는 방산재 일대를 개발 하였다. 정의적 영역은 과학에 관한 인식, 과학에 대한 흥미, 과학적 태도로 세분해 조사하였고 학업성취도 평가는 25문항을 만들어 사용하였다. 정의적 영역의 세 가지 항목에서 모두 통제 집단이 비교적 변화가 없는데 반해 실험집단은 리커트 척도 2.44에서 2.37(과학에 관한 인식), 3.15에서 3.08(과학에 대한 흥미), 2.91에서 2.74(과학적 태도)로 긍정적인 변화가 있었다. 또한 공변량 분석으로 조정된 점수에서 실험집단이 통제집단에 비해 과학에 관한 인식은 0.12 포인트, 과학에 대한 흥미는 0.15포인트, 과학적 태도에서 0.23 포인트 차를 보이며 더 긍정적이었다. 학업성취도는 공변량 분석으로 조정된 점수가 100점 만점 척도로 실험집단이 통제집단보다 7.68점 높았다.