For nearly two years, virtual learning has been employed by most Korean university instructors and students in online teaching environment. A major negative result of prior research on this issue has been a feeling of isolation and desire for more interactions by students. Therefore, this study was conducted to elicit student insights and feelings related to their satisfaction, self-ratings, and advantages and disadvantages of online Teacher-led (TL) versus Student-led (SL) team activities in their online learning environment. A total of 53 freshman students in two general English classes took part in four Zoom group meetings. The surveys and reflection essay were analyzed through qualitative methods. Major findings included: students from both the TL and SL groups reported relatively higher satisfaction and self-ratings of English skills through the four team activities. However, the TL group indicated that there was a lack of emphasis on reading skills, and an overreliance on teacher interventions led to a lack of team cooperation. While the SL group reported that a lack of teacher interaction led to confusion, poor time management, increased Korean use, and fewer listening comprehension opportunities. Implications and a discussion of team activity use in general English programs are included.

Yang Tae-sun. 2013. Implications for EMCs: Based on Students' Perspectives. The Sociolinguistic Journal of Korea 21(3). The purpose of this study was to seek for better ways of implementing and expanding English Medium Courses (EMCs) at a university level through the lens of students. 6 male and 5 female students participated in this study and qualitative and quantitative data collection methods were used, such as journals, interviews, and students' English proficiency and such data were analyzed by a family of codes proposed by Bogdan and Biklen (1992). The results revealed that students generally felt that taking EMCs was beneficial for their future career, so they made an effort in taking EMCs. However, they revealed its downside, which eventually provided some insights on how to make this educational practice successful. First, students should increase their English proficiency to be comfortable in EMCs. Second, professors should refine their language and teaching skills to better serve EMCs. Finally, the university should implement and expand EMCs based on students' readiness for taking and professors' readiness for teaching EMCs. (158 words)

Purpose - This study examines students’ perspectives (stream-wise) of parameters affecting education quality in an affiliated undergraduate engineering institution in NCR, Haryana. Research design, data, and methodology - This study involves descriptive research and data collection using a structured questionnaire based on the Likert scale. The sample comprises 500 student respondents. For data analysis, an f-test was performed using high quality SPSS software. Results - For "Selection" and "Personality Development & Industry Exposure," the analysis of variance revealed a statistical difference between the mean values of the groups. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the analysis of variance revealed no statistical difference between the mean values of the groups. Conclusions - Students’ perceptions about the "Selection" and "Personality Development & Industry Exposure" change according to the various specializations they opt for in their undergraduate engineering education in Haryana. Whereas, for "Academic Excellence," "Infrastructure," "Placements," and "Management & Administration," the perceptions of the students do not vary because of the different specializations they have opted for in their undergraduate engineering education.

특수교사와 장애학생 가족 간 협력은 특수교육의 성과를 최대화하고 장애학생 가족의 삶의 질을 증진시킨다는 점에서 가족지원을 위한 중요한 초석이라 할 수 있다. 본 연구에서는 특수교사들이 장애학생 가족과의 협력과 가족지원에 관해 어떤 경험과 인식을 갖고 있는지 알아보고자 17명의 특수교사를 대상으로 질적 연구를 실시하였다. 포커스그룹 면담과 개별 면담을 통해 수집된 자료를 분석한 결과, 특수교사와 가족 간의 협력에 영향을 미치는 요인들이 가장 중요한 주제로 도출되었으며, 이러한 요인들은 크게 세 가지로 범주화되었다.: (1) 협력의 당사자인 교사와 가족이 가지고 있는 개인적 요인, (2) 협력의 과정에서 나타나는 행동과 태도, (3) 협력을 위한 기반요인. 마지막으로, 본 연구의 결과가 특수교육 현장에 주는 시사점을 논의하고, 연구의 제한점을 제시하였다.