This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

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.

Purpose: This study is examined the effects of simulation practice education with problem-based learning methods on nursing students' learning attitudes, learning satisfaction, critical thinking disposition, and problem-solving ability. Method: A quasi-experiment single group pretest-posttest design was adopted. Simulation education was conducted by utilizing problem-based learning methods to teach the following topics to nursing students enrolled in 4th grade in S city: respiratory, circulatory, and nervous system. The experiment was conducted for 12 weeks, from September to December, 2019. Paired t-test and Pearson product-moment correlation coefficient were used to analyze the collected data. Results: Learning attitude and problem-solving ability showed significant differences in the experiment. Among the sub-areas of problem-solving ability, there were significant differences in the following: problem recognition (p<.001), information gathering (p<.001), confident thinking disposition (p<.001), acceptance to carry out an adventure (p<.001), evaluation (p=.027), and feedback (p<.001). In addition, learning attitude showed significant positive correlations with learning satisfaction, critical thinking disposition, and problem-solving ability. Conclusion: The findings of this study suggest that, it is necessary to develop a variety of iterative studies and simulation scenarios to confirm the effectiveness of simulation training.

The purpose of study was to investigate university students’ attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students’ perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students’ learning interest and foster learner autonomy.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

This study investigated the effects of using comic strips and context on the vocabulary learning of Korean high school students. Ninety high school students participated in the study and they were divided into three groups: a control group and two experimental groups using comic strips and using context, respectively. In addition, questionnaires were used to investigate students’ attitudes toward English vocabulary learning. The results of the study revealed that there were statistically significant differences in productive vocabulary retention among three groups in terms of short-term memory. In particular, the experimental groups showed high short-term memory rate compared with the control group, which may mean that the use of comic strips and context in English vocabulary learning is effective in improving learners’ productive vocabulary retention. Also there was a statistically significant difference in productive vocabulary retention among three groups in terms of long-term memory. The experimental groups showed a high long-term memory rate compared with the control group. The results of the questionnaire revealed that the two experimental groups showed more positive attitudes towards English vocabulary learning. This may suggest that teaching vocabulary with comic strips and context could be effective for students in English classes, and it is very helpful to develop various activities using comic strips and context.

This study investigates the effects of collocation task types on Korean high school students' collocation learning and learning attitudes. A total of 118 Korean high school students participated in the experiment, and they were divided into four groups: control group, receptive treatment group, productive treatment group and combination treatment group. In order to investigate the effects of collocation task types on students' English proficiency, each group of students was classified into a high proficiency group and a low proficiency group. The students took a pre-test before the experiment and a post-test after the experiment. After the post-test, the post-questionnaire survey was conducted to examine the students' learning attitudes. The results of the study were as follows: (1) The three types of collocation tasks were effective in learning receptive and productive collocations; (2) in the delayed retention test, it was revealed that the effect of the three types of collocation tasks on both receptive and productive collocation learning lasted; and (3) the result of post-questionnaire survey showed that learning collocation through collocation tasks had positive influence on most students in terms of raising their interest and increasing their self-confidence.

이 연구의 목적은 9학년 학생들의 학습 양식과 과학에 대한 태도에 따라 한자기반 지구과학용어에 대한 이해 수준을 알아보는데 있다 연구 목적을 위해, 과학과 성취수준이 중간 순위 학생 8명을 선발하였으며, 이들을 시각적 학습자이자 과학에 대해 높은 태도를 가진 학생, 시각적 학습자이자 과학에 대하여 낮은 태도를 가진 학생, 언어적 학습자이자 과학에 대해 높은 태도를 가진 학생, 언어적 학습자이자 과학에 대해 낮은 태도를 가진 학생 그룹으로 분류하였다. 이들의 한자기반 과학용어에 대한 이해수준을 확인하기 위해 한글 표기형, 그림 표현형, 한자 음 훈 병행 표기형의 형태로 세 가지 형태의 질문지가 개발되었다. 이 질문지들로 9학년 학생들의 응답 자료를 수집한 결과, 학습 양식에 따른 차이는 없었으며, 한글 표기형이나 그림 표현형 보다는 한자 음 훈 병행 표기형에서 높은 이해수준을 보였다 따라서 중학생들에게 한자기반 과학용어를 제시할 때 한자의 음과 훈을 동시에 제공한다면 학생들의 과학용어 이해에 효과적일 것이다.

The main purpose of this study is to investigate effects of writing instruction using comic strips on Korean students' English writing skills and learning attitudes. Using both narrative and descriptive writing tasks, the experiment was conducted for eight weeks with 120 secondyear middle school students. The experimental group had writing activities with comic strips, whereas the control group studied writing using the textbook or free writing. The results showed that the experimental group improved English writing skills more, and had more positive attitudes toward learning English, than the control group. Lower-level students in the experimental group showed a marked improvement in narrative writing, while upper-level students demonstrated a positive change in their attitudes. Through surveys, interviews, observation, and analysis of students' writing, it was revealed that the experimental group reacted differently depending on the contents and type of comic strips, and activity types. Comic strips that dealt with everyday life and were drawn humorously induced more interest, while those demanding cultural understanding diminished the students' motivation. Student participation increased when drawing their own strips and sorting cuts of comic strips into order.

본 연구의 목적은 천문영역에서 STAD 모형의 협동학습이 고등학생들의 학업 성취도와 과학적 태도에 미치는 영향을 밝히는데 있다. 본 연구의 또 다른 목적은 천문영역에 있어서 향상 점수에 근거한 협동 학습과 교사 주도로 수업이 이루어지는 전통적 학습 사이의 영향을 비교해 보는 것이다. 본 연구는 인천시 소재 일반계 고등학교 1학년 남학생 2개 반을 대상으로 하였다. 협동학습 집단의 학생들은 협동학습 방법으로 주당 4시간씩 4주 동안 수업을 받았다. 협동학습을 받는 동안에 학생들은 매주 ‘태양계 탐사와 별’ 단원에 대한 형성 평가를 받았다. 그 결과, 위의 두 가지 접근 방법은 학생들의 천문학적 지식에 있어서 상당히 다른 영향을 주었으며, 학생들이 전통적인 학습방법보다는 협동적인 학습방법에 보다 긍정적인 과학적 태도를 취하는 것을 보여주고 있다. 결론적으로 협동 학습은 천문학적 지식의 학습과 과학적 태도에 있어서 전통적인 학습보다 보다 효과적이고 긍정적인 것으로 나타났다.

목적: 이 연구는 라이프스킬 함양을 목적으로 개발된 PEAK 프로그램을 학생운동선수 집단에 적용함으로써 통제 집단과 라이프스킬⋅학습태도의 변화에 통계적으로 차이가 나타나는 지를 확인하는 것에 목적이 있다. 방법: 연구대상은 경기도 Y대학교에서 학생운동선수(n = 47)를 선정하였다. 자료수집은 라이프스킬과 학습태도 측정도구를 사용하였다. 수집된 자료는 반복측정에 의한 변량분석으로 처리하였다. 효과크기(effect size)를 설명하기 위해서 Partial Eta Squared 값을 구하였다. 결과: 두 집단은 측정시점에 따라 라이프스킬 중 목표설정⋅시간관리⋅대인관계 기술에서 그리고 학습태도 중 만족도⋅성취도⋅자신감⋅흥미도 요인에서 상호작용 효과가 나타났다. 구체적으로 두 집단은 사전 측정에서 평균 점수에 차이가 없었지만 사후 측정에서는 차이가 나타났고 측정 시점에서도 실험집단에서만 사전과 사후 측정에 평균 점수에 차이가 나타났다. 결론: 학생운동선수는 PEAK에 참여함으로써 라이프스킬과 학습태도가 긍정적으로 변하였다.

본 연구의 목적은 고등학교 3학년을 대상으로 ‘대기 중의 수증기’ 단원에 대한 멀티미디어 교수자료 개발과 과학 관련 태도 및 학습 동기에 관한 효과 및 멀티미디어 활용 수업에 대한 인식을 알아보는 것이다. 이를 위해, 이질집단 사전사후 검사로 본 연구를 설계하였다. 5가지 주제의 실험으로 동영상자료를 개발하였으며, 개발된 6차시에 걸쳐 실험집단에 적용하였다. 수업 이후, 멀티미디어 교수자료를 활용한 교수학습에서 과학 관련 태도, 과학 학습 동기에 모두 통계적으로 유의미하게 상승한 것으로 나타났다. 멀티미디어 활용한 수업에 대한 학생들의 인식을 조사한 결과, 대다수의 학생들이 멀티미디어를 활용한 수업에 대해 긍정적으로 생각하고 있었고, 다른 강의식 수업과 비교하여 지구과학의 개념을 쉽게 이해 할 수 있다고 답했다.