In recent years, there has been a growing trend of occupational accidents involving foreign workers. As the number of foreign workers continues to increase, the risk of occupational accidents is also on the rise. Therefore, it is crucial to take proactive measures to prevent occupational accidents among foreign workers. To establish a common safety culture among foreign workers with varied backgrounds and educational experiences, and which is harmonized with Korean workplace. Safety communication, which includes culture respect and participation in the workplace, plays a significant role in shaping and developing the safety culture of foreign workers. Therefore, this study aims to assess the level of safety culture in workplace employing foreign workers by analyzing the reliability and validity of factors such as 'occupational accident awareness' and 'safety communication,' which constitute the safety culture at these workplace. Additionally, the mediating effect of 'work proficiency' on the relationship between 'safety communication' and the level of improvement in 'occupational accident awareness' using the validation method proposed by Baron & Kenny(1986). As a result of statistical analysis, The influence of‘safety communication’on‘occupational accident awareness’is β=0.339, and it has been found that this influence decreases to β=0.113 when‘work proficiency’is introduced, indicating partial mediation.

Cho Hye-jin. 2016. “Negotiation of Meaning in Computer-Mediated Communication in Relation to Task Types”. The Sociolinguistic Journal of Korea 24(1). 271~309. The present study aims to explore how negotiation of meaning occurs in a task-based CMC among ESL students. Paired with one another, 18 ESL students were asked to engage in online discussion once a week for 3 weeks in order to complete 3 types of language task: jigsaw, information-gap, and decision-making tasks. The finding shows that only a few examples (11%) contributed to negotiation routines. Twenty-one percent of the negotiation routines were identified as modified interactions. The information-gap task elicited the most negotiation routines. However, what the students perceived was different from the numerical results regarding task types. They reported that the jigsaw was the most intriguing and beneficial task rather than the information-gap. Relatively little negotiation routine can be attributed to learner perceptions of tasks. Learner behaviors such as not asking questions, their eagerness to proceed with the task, and face-saving action were observed as efforts to maintain social communication. Sending segmented messages instead of complete sentences was found as a face-saving action as well.

This study analyzed the problem of internet game addiction of adolescents, which have recently been considered as serious social problem associated with internet environment, in the developmental perspective and relation with family function by using the "research on the actual condition of children and adolescents online games and family leisure 2009." The object of the study is students and parents from grade 7 to 9 of middle school nationwide. For the data analysis methods, frequency analysis and structural equation analysis were conducted by using SPSS 18.0 and AMOS 16.0. In the result of the study, parents' open type communication had negative effect on game addiction, and parents' problem type communication had positive effect; among the influences of parents' open type and problem type communications on game addictions, it was shown that family function (family cohesion and family adaptation) had negative mediated effect. These findings indicated that when family played its role properly, adolescents were able to escape from the game addiction, and such influence is very powerful. The result offers significant implications in the modern society where communication with parents is insufficient, emphasizing the need to better communication between family members.

Clues of importance contained in interactive processes between students with cultural diversity and networked systems can offer meaningful insights into effective instructional design. This paper revisits significant and seminal research contributions in the fields of technologically- mediated communication and culture to bring insights into designing effective technologically-mediated learning environments for culturally diverse students. In support this, a wide range of existing researches were reviewed. Mainstream of research focusing paralinguistic cuing and technologically- mediated communication were analyzed and then terms of culture and instructional design were elaborated in an attempt to prove the assumption of the study. Based on the literature presented thus far, there is good reason to conclude that technology-mediated communication involves a complex multimodal process requiring not only speech, but also gaze, gesture, and facial expressions. By furthering our understanding of the impact of cultural diversity in technologically- mediated learning environments, we surely ensure that more effective instructional designs emerge.