최근 선진국을 중심으로 소프트웨어(SW) 교육의 중요성에 대한 연구는 계속 쏟아져 나오고 있다. 단순히 프로그래밍 언어를 습득한다는 개념을 넘어서서 논리적 사고력, 문제 해결력 등의 향상을 목적으로 한 SW 교육은 SW 교육 플랫폼을 중심으로 다양하게 개발, 연구되어 지고 있다. 본 연구에서는 컴퓨터를 활용한 SW 학습 플랫폼을 SW 교육을 처음 접하는 학습자들에게 적용하여 SW 교육 플랫폼의 중요성과 효과적인 SW 교육 플랫폼의 요소에 대해 고찰하고 학생들의 동기부여와 참여도를 높이기 위해 게임화 된 학습의 필요성에 대해 논하고자 한다.

In a teaching environment where all instructors have to teach the same class materials within limited time, from which they have to create the same test items, it is very difficult to create some space that could foster learner autonomy (LA). The purpose of the study is to examine the effects of LA on college students’ academic achievements, task perceptions, and classroom engagement at a Korean university. The study was undertaken in four sections of the same beginner level college English course over the course of a semester. A total of 84 students enrolled in the college English class participated in the study, of which 41 students were assigned to the control group and 43 students to the experimental group. The students’ learning outcomes between the control and experimental groups, their responses to the LA task, and the instructor’s observations of the students’ learning process were analyzed. The study revealed that the students in the experimental group produced significantly higher scores in their exams than those in the control group. Also, compared to its counterpart, the experimental group appeared to engage in the learning process more actively. Educational implications for promoting LA in EFL college classes are discussed.

Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

The purpose of this study is to investigate the effectiveness of using movies in an English reading course at the college level. In order to achieve this purpose, the following questions were constructed; 1) How have reading activities through movies affected Korean college students’ reading achievement?, 2) How have those activities affected the students’ attitudes toward English study?, and 3) How have the students responded this movie-used reading class affectively? Thirty two college students participated, and a paired t-test was conducted to compare two observations, before- and after- scores on the students’ reading achievement and their attitudes toward English study. The results of data analysis showed that statistically significant differences were found between pre- and post-reading achievement tests, and those reading activities through movies positively affected students’ interest and confidence in English reading. Also, this quantitative result has been verified by qualitative data such as students’ reflective journals and in-depth interviews with students, that added credibility to the statistical findings. Therefore, this study suggests that using movies in the classroom attract students’ attention, and provide language learners with live language. Pedagogical implications are also made on the effective teaching of English reading in Korean classroom settings.

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar emphasis was more effective for morphology that had a small, binary scope (present or absent). Results further revealed that explicit emphasis of grammatical features dissimilar from the L1 significantly increased accuracy of learner speech and writing. In contrast, implicit emphasis was effective with grammatical features that had a larger scope (e.g., many lexical forms or syntactic arrangements), as well as with grammatical features that were similar to the L1. Findings suggest that explicit emphasis of a smaller scope and implicit emphasis of a larger scope are both useful, since they do not cognitively overload the learner during communication.

The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirtythree upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.

The purpose of this study was to investigate changes of language anxiety in EFL classroom and relation between the change in anxiety and learners’ performance. The participants were 76 first-year non-English majors from various disciplines of a Korean university. Demographic information questionnaire, English performance test, and Foreign Language Classroom Anxiety Scale were administered to the participants at two time points during a 12-week interval. Mean differences of quantitative data from Time 1 and Time 2, effects of gender and self-perceived proficiency level on anxiety, and the relationship between anxiety and performance were statistically analyzed. The results revealed significant decrease in English anxiety over time, significant effect of self-perceived proficiency level on anxiety, and negative correlation between variation of anxiety level and successful performance. This study suggests that reducing learners’ anxiety level might help their language improvement, and self-perceived language proficiency might be correlated to changes in language anxiety in EFL classroom. Possible implications for English instructors and limitations for future research were presented.

L'apprentissage des langues étrangères s'accompagne inévitablement d'erreurs. Compte tenu du fait qu'il faut beaucoup de temps à un enfant pour parler couramment sa langue maternelle, il est évident que la production linguistique à cet âge n'est pas une forme parfaite sans erreurs. On peut voir aussi que dans la production d'une langue étrangère avec un temps d'acquisition court, les erreurs sont inévitables, plus fréquentes, et interfèrent occasionnellement avec la communication. Les erreurs des apprenants sont classées selon la langue maternelle, la stratégie d'apprentissage, l'environnement socioculturel, etc. Dans cette étude, on s'intéresse tout d'abord à l'influence du coréen et de l'anglais dans le processus d'apprentissage chez les apprenants de français coréens, enfin, on porte attention à l'influence des règles du français que les apprenants ont déjà apprises. L '«interférence», qui est revendiquée dans la théorie de l'analyse constrastive, apparaît principalement au début de l'apprentissage des langues étrangères, elle est donc très utile pour comprendre la langue des apprenants tout débutants. Cependant, puisque la théorie de l'analyse constrastive ne peut à elle seule rendre compte de toutes les erreurs de l'apprenant, nous avons appliqué la théorie intralinguistique de l'analyse des erreurs, qui est apparue après la théorie de l'analyse constrastive. Bien que l'étude des erreurs dans la cause de l'interférence ait été réalisée de diverses manières et qu'elle ait accumulé beaucoup de résultats, le type d'erreur est aussi varié que la production de la langue du locuteur. L’analyse des erreurs est toujours intéressante. Enfin, bien que les erreurs des apprenants aient été plus susceptibles d'être interférées en coréen ou en anglais, il a été constaté qu'il y avait plus d'erreurs à cause des règles de la langue cible qu’ils connaissaient déjà. Il est vrai que les grandes différences de structure entre le français et le coréen rendent l'apprentissage difficile, mais les stratégies réelles des apprenants pour la production de la langue montrent qu'elles sont des références aux règles dans la langue cible plutôt que dans la langue maternelle.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

While many scholars paid attention to L2 learner beliefs about grammar learning and error correction, there has been little research on both teacher and learner beliefs about types of grammar instructions in Korean EFL contexts. This study aimed to investigate the beliefs about types of instructions as well as grammar learning and error correction using a questionnaire adapted from Jean and Simard (2011). A total of four hundred and eighty-seven participants in Korea participated in the study and were divided into five groups: three teacher subgroups (non-native Korean high school, non-native Korean college, and native college) and two student subgroups (high school and college). The participants in general highly valued accuracy in L2 learning, but they disliked grammar learning or teaching. While both students and teachers believed that grammar instructions such as discovery learning, and mechanical practice could be useful in grammar learning, Korean teachers reported more positive views on grammar instructions than Korean students. The majority of the participants reported that they had a tendency to prefer error correction in the written production rather than in the spoken one. The results also revealed opinion gaps among the subgroups. The pedagogical and theoretical implications will be discussed.

This study aims to enhance the quality of general Chinese in university by developing learner-centered curriculum and instruction based on student's needs. In an effort to develop an effective general Chinese program of a university, the present study examined curricular and learner needs for general Chinese courses of universities. The curricular of general Chinese programs collected from a total of 46 universities in South Korea were analyzed to examine class teaching hours, credits, courses, diffentiated-level classes, special courses, and a waiving policy of credits based on student proficiency. Also the survey and the interviews were carried out with the students studying in one university (N=387) to find out their needs on general Chinese courses. The curricular analysis showed the followings: 1) When analyzing the general Chinese courses curriculum of 46 universities surveyed, most of universities preferred 2~3 hours/2~3 credits Chinese courses,; 2) The results of surveys showed that the participants have strong needs for improving differentiated-level education. 3) It seems to be necessary to accommodate learners, teachers demand and realistic constraints on learning Chinese language learners.

As a preliminary study for the effective development of a genre-focused English learner corpus, this article aims to investigate most frequent error types and their frequencies in English emails written by undergraduate freshmen in South Korea. Data for this study include English emails of 86 Korean students majoring in humanities or social science in a university located in Daegu. With the rise of Internet, ESL/EFL education has witnessed a growing interest in teaching email usage in composition courses, as it provides a variety of opportunities to evaluate language abilities including interpersonal and pragmatic abilities. The present article revealed that the most frequent error type was concerned with style, such as capitalization (28.7%) and punctuation (7.8%), which was followed by determiner deletion (6.3%), genre convention such as closing (3%), countability of nouns (3%), and verb choice (2.7%). Different error types and frequencies were identified according to different English proficiency levels (Korean SAT and TOEIC), which evidenced the need to include the English proficiency level annotation in the corpus design and to focus on different types of errors in class in accordance with learners’ proficiency levels.

본 연구는 국내 대학의 중국어-한국어 탄뎀수업에서 학습자주도 평가 방법으로 동료평가 를 도입하여 이에 대한 학업성취도와 학습자의 정의적 태도에 미치는 영향을 분석하고, 동료 평가와 교사평가와의 일치도를 알아보고자 한다. 연구 대상은 부산 지역 대학의 2학년 중국 어-한국어 탄뎀수업 수강자 224명으로 학생들은 동료평가와 교사평가를 실시한 실험반과 교 사평가를 실시한 통제반으로 나누어 한 학기 동안의 탄뎀 학습과 3차례의 평가 활동을 하였 다. 그 결과 첫째, 실험반, 통제반 모두 학업성취도에서 긍정적인 효과가 보였다. 둘째, 학습 태도 변화에서는 실험반에서 유의미한 효과가 있는 것으로 나타났으며, 마지막으로 동료평가 와 교사평가 사이의 일치도는 비교적 높게 나타났다. 이는 동료평가방법이 신뢰할 수 있는 평가방법이자 탄뎀수업에서 충분히 활용가능성 있음을 보여주고 있으며, 학습 효과도 긍정적 임을 증명한다.

Purpose: The purpose of this research was to explore the experiences of simulation education to undergraduate nursing students who have defected from North Korea. Methods: Individual in-depth interviews with nine students were conducted using semi-structured interview and open question. Data were collected December 2014 to April 2015 and analyzed using Colaizzi phenomenological method. Results: Three essential themes were extracts that were as follows 1) Confronting another barrier 2) Reflecting on nursing competency through simulation education 3) Beginning of adaptation to the nursing education Conclusion: The results can contribute to an understanding of the simulation education experience of undergraduate nursing students who have defected from North Korea. In addition, these results will provide foundational data in establishing simulation education strategies to improve nursing competency, helping them adapt to nursing education in Korea.

요즘 세상의 화두는 로봇과 인간이 세기의 대결을 펼쳐 인간이 졌다는 사실이다. 인간에 의해 만들어진 로봇 친구, 로봇 애인이 등장하고 수만 광년 떨어져 있는 별에도 가고 있다. 인공지능을 포함한 과학의 발달은 결국 융합하고 생략하며 펼치고 협력하며 상상할 줄 아는 인간이라는 사실이다. 인간은 스스로 생각하고 공부하며 배우고 학습할 수 있는 인류의 단 하나의 생명체이다. 앞으로 우리들의 미래교육은 어떻게 해야 할까? 학교의 역할에 대해 다시 생각해 보게 된다. 인간은 태어나면서부터 생태적으로 배우고 성장하며 죽을 때 까지 학습한다. 이러한 학습을 좀 더 체계적이고 즐겁게 즐기면서 소통 과 경쟁과 협력속에서 배울 수 있게 만드는 곳이 학교이다. 학습의 즐거움을 학교에서 터득하고 온 마을과 지역이 함께 배우고 가르치는 작업을 학교를 통해 시스템화 하고자 한다. 도전하며 즐겁게 배울 줄 아는 배움의 과정을 즐길 수 있는 평생학습인 육성을 목표로 이 연구를 시작하였으며 학교의 인적∙물적 자원을 활용하여 훨씬 더 쉽게 평생학습인을 기르고 배움공동체를 형성할 수 있는 무한한 가능성을 가진 학교로 재구성하여 목표한 소기의 성과를 거두었다.

본 연구는 중학교 국어 교과의 읽기 영역에서 문학 장르와 비문학 장르에 각기 적합한 국어 교과 내 언 어 영역 통합 교수 학습 모형을 구안 적용함으로써 학습자의 자기 주도적 학습 능력을 신장시키는 것을 목적으로 하였다. 문학 장르에서는 읽기 영역에서 문제 중심, 팀 중심의 ‘창틀 채우기’ 교수‧학습 모형을 적용하고 이를 확장하여 ‘독서 토론하기’와 ‘논증 글쓰기’까지 통합하여 수업에 적용하였다. 비문학 장르에 서는 읽기 영역에서 ‘의미지도 만들기’ 교수 학습 모형을 바탕으로 ‘문단형식 글쓰기’를 통합하여 수업에 적용하였다. 그리고 이러한 교수 학습 모형에서 적합한 포트폴리오 방식의 수행평가를 적용하였다. 그 결 과, 학습자의 학습흥미를 높이고 학습자가 교수 학습 과정에 적극적으로 참여하도록 유도할 수 있었고, 효 과적으로 자기 주도적 학습 능력을 신장시킬 수 있었다.

본 연구는 학습자 중심 수업이 비판적 사고 전략의 향상에 미치는 영향을 알아보는 것을 목적으로 수행 되었다. 이를 위해 서울, 충청도 소재 4년제 사립대학교의 3학년 학생 260명을 대상으로 플립드 러닝 (flipped learning)을 기반으로 한 학습자 중심 수업 설계를 16주에 걸쳐 적용하였다. 이를 위하여 비판 적 사고 전략 검사의 확인적 요인분석을 실시하였고, 수업 전과 후의 비판적 사고 전략의 수준의 차이를 분석하였다. 또한 수업 전의 비판적 사고 전략 수준에 따라서 수업 후에 변화의 양상이 어떠한가를 알아 보기 위해 상ㆍ하 집단(25%, 75%)으로 분류하고, 이들의 차이를 분석하였다. 연구결과를 살펴보면 첫째, 비판적 사고 전략 검사는 대학생의 비판적 사고 전략을 측정하기에 적합한 요인구조를 가졌음을 확인하였다. 둘째, 학습자 중심 수업은 비판적 사고 전략의 향상에 긍정적인 영향을 주는 것으로 나타났다. 특히 가장 높은 차원인 비판적 반성 전략의 경우 수업 적용 전에 비해 가장 큰 향상 효과가 있는 것으로 나타났다. 셋째, 수업 전의 비판적 사고 수준이 낮은 집단이 수업 후의 비판적 사고향상의 폭이 더 크게 나타나 하위집단일수록 학습자 중심 수업이 효과적이라는 선행연구 결과와 일치하는 결과를 확인하였 다. 이러한 연구 결과는 몇 가지의 제한점에도 불구하고 비판적 사고의 향상을 위해서는 학습자의 활동 과 개별학습, 협업, 소통이 중시되는 학습자 중심 수업을 충분히 고려할 필요가 있음을 시사하였고, 학습 수준에 따라 학습자 중심 수업을 어떻게 활용할 것인가에 대한 자료를 제공하였다는 측면에서 의의 가 있었다.

This study mainly explores the research themes and topics of corpus-based studies published in English Teaching in an attempt to provide future directions and pedagogical implications in this research domain. For the purposes of the study, a total of 42 corpus-based research articles published in English Teaching were reviewed and analyzed in terms of research topics, methodology, and characteristics of the corpora employed in the studies. The thematic and topical analysis of the corpus-based studies showed that much research, i.e., 64%, has focused on the analysis ofvocabulary items. Further, the analysis of the research methods revealed that corpus-based studies published in English Teaching mainly employed quantitative methods to describe frequency and distribution information of the target linguistic items. It also provided the description of the characteristics of the corpora adopted in the corpus-based research. Interestingly, many corpus-based studies published in English Teaching focused on the analysis of the learner corpus data. The paper discusses the future research directions and pedagogical implications for corpus-based studies on TEFL.

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms ofpublication year, research topics, participants, methods, and researchers' concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixedmethod approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers' interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

This study examined the effects of learner-initiated noticing through comparison and teacher-initiated noticing through grammar instruction on EFL middle school learners' English writing process and uptake. For the study, 18 second-year middle school students with intermediate-high English proficiency were divided into three groups. After the first writing composition, one group (Group C) underwent a comparison stage, in which they compared their original writings and reformulated versions. Another group (Group I) received reactive grammar instruction on the four most frequent types of grammar errors, while the other group (Group IC) underwent both stages. All three groups revised their original writings in the next stage. To examine the learners' cognitive processes, think-aloud protocols were analyzed. The results showed that Group IC performed better in uptake than the other two groups, while no major differences were found between Groups I and C. This suggests that a mixture of learner-initiated noticing and teacher-initiated noticing influenced the learners' uptake.