본 연구는 음악산업에 새롭게 등장한 자산 서비스 제공 모델 사례인 음 악 저작권 투자 플랫폼 '뮤직카우'를 중심으로, 문화산업의 패러다임 변화 를 창조적 혁신을 통한 성장 모델의 관점에서 분석함으로써 그 의미와 시 사점을 도출하고자 하였다. 연구 방법으로는 지시적 내용분석을 채택하고 문헌조사와 심층 인터뷰를 하였다. 연구 결과, 첫째, ‘기술 혁신’ 측면에서, 뮤직카우는 디지털 자산화 기술과 빅데이터 기반 음악 가치평가 시스템을 도입하고, 실시간 데이터 분석 기술을 구현했다. 둘째, ‘R&D 경쟁’ 측면에 서, 무형자산의 계량화, 디지털 기반의 자산 유동화, 핀테크 기반의 투자 플랫폼 기술, 특히 리스크 관리 모델, 행동경제학 등을 적용하여 경쟁 우위 를 달성했다. 셋째, ‘시장 진입과 퇴출’ 측면에서, '프로슈머'로서의 개인 투 자자, 핀테크 기업, 데이터 브로커 등 새로운 참여자들이 진입하는 계기가 되었다. 또한 기존 음원플랫폼, 유통사 등의 기술이 성장하는 계기가 되었 다. 넷째, ‘내생적 성장’ 측면에서, 플랫폼 참여자 간 상호작용, 데이터 축 적, 알고리즘 개선 등이 복합적으로 작용하여 자생적 성장동력을 구축했다. 마지막으로 ‘연속적 혁신’ 측면에서, 뮤직카우는 초기 디지털화된 저작권 모델에서 시작해 다이내믹 프라이싱 모델, 옥션 제도 도입 등 지속적인 서 비스 혁신을 이어가고 있다. 본 연구는 금융산업과의 융합을 통해 음악산업 에 일어나는 창조적 혁신의 매커니즘을 규명했다는 데 의미가 있다.

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.

The purpose of this research was to investigate the characteristics of Korean college students’ writings, which have been produced without or with the help of machine translation tool in the classroom. Specifically, this research attempted to investigate the linguistic characteristics of the students’ writings, and types of errors identified in the writings. Twelve pieces of writings from three college students were collected for analysis. Two online word analysis programs, Word Counter (2023) and LIWC-22 (2023), were employed for data analysis. The findings of data analysis found out that 1) The students’ drafts consisted of 22.8 sentences including 303.9 words in 3.6 paragraphs on average. 2) In the students’ drafts, ‘unique’ words (46.8%) were included a lot more than ‘difficult’ words (27%), and students tended to write their essay writings in an unfiltered or impromptu way rather than an analytical way regardless of their English language proficiency levels. 3) The highest frequency of errors was seen in grammatical errors (41.7%) followed by lexical errors (31.6%). Based on the research findings, pedagogical implications and suggestions for the effective use of machine translation in English writing classes were presented.

The purpose of this research is to find out how EFL college learners utilized machine translation while writing their presentation scripts. Specifically, it attempted to examine the characteristics of the English translation outputs by MT and students’ self-edited drafts, and their perceptions toward the use of MT in English writing classes. Six college students were asked to submit one Korean draft, two machine translation drafts, and one self-edited draft, and two in-depth interviews were conducted with each of the participants during the course of the semester. Grammarly (2022), a free online grammar and spelling checker, was used to examine the characteristics of the collected writings, and Miles and Huberman’s (1994) three-step analytic method was employed to analyze the data from the in-depth interviews. The results of data analysis revealed that 1) there were more lexical errors than grammatical errors, and the number of the errors did not show a big difference between the different drafts; 2) Also, students viewed the use of MT in the English writing classes positively but found it difficult to properly use. Based on the research findings, pedagogical implications for the effective use of MT in English writing classes were suggested.