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한국멀티미디어언어교육학회> Multimedia-Assisted Language Learning

Multimedia-Assisted Language Learning update

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수록정보
수록범위 : 1권1호(1998)~23권1호(2020) |수록논문 수 : 555
Multimedia-Assisted Language Learning
23권1호(2020년 03월) 수록논문
최근 권호 논문
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KCI등재

1Effects of Different Vocabulary Learning Modes on EFL University Students

저자 : Yoonjung Cha

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 1호 발행 연도 : 2020 페이지 : pp. 10-36 (27 pages)

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The purpose of this study is to examine two different vocabulary learning modes in an EFL reading environment. The participants were comprised of 107 university students who registered for a mandatory English course. They were divided into three different groups: a PB (paper-based) group, a GB (game-based) group, and an RB (recall-based) group. The PB group used a traditional method of learning vocabulary while both the GB group, and RB groups used a mobile vocabulary application. All three groups took a pre-vocabulary test at the beginning of the semester, then, carried out two different vocabulary activities: write a definition and fill-in. After the activities, the students took the post-vocabulary test. At the end of the semester, a survey was conducted concerning the printed materials and the mobile application for vocabulary learning. The results of the study indicated that significant differences were found within every group from the pre- to the post-tests for both activities. When the three groups were compared, significant differences were found only in the definition type activity. As for the survey, use of the printed materials and the mobile application received various responses.

KCI등재

2Languages on the Screen: A Study on Reversed Subtitling and EFL Receptive Language Skills

저자 : Na-young Kim

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 1호 발행 연도 : 2020 페이지 : pp. 37-66 (30 pages)

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The current study attempts to capture the possible effects of subtitling on English receptive skills. This study was conducted during the fall EFL course in 2019. 108 EFL university students in Korea participated in the study. In order to compare the effects of different kinds of subtitling, the participants were divided into three groups: a standard subtitling group, a bimodal subtitling group, and a reversed subtitling group. During the course, each group engaged in 10 movie-watching sessions in different subtitling conditions. To confirm the effects of subtitling, pre- and post-tests were conducted. An anxiety survey was also performed at the end of the course. The results of the paired t-tests revealed that standard subtitling can improve EFL reading skills while reversed subtitling can increase both EFL listening and reading skills. The findings of the group comparison demonstrated that the kind of subtitling does not affect EFL receptive skills. The anxiety survey results showed that standard subtitling lowered EFL listening anxiety the most whilst bimodal subtitling was the most effective in lowering EFL reading anxiety. Based on the results, some pedagogical implications are made.

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The growing interest in classroom peer feedback has provided the academic community with the possibility of developing corporate employees' writing skills through the interaction of peer feedback. The present study aims to investigate the types and the influence of peer feedback in collaborative revision in blended learning for developing corporate employees' business writing. As the participants, the four managers of a Korea-based airline company participated in the present case study. During the collaborative revision in blended learning, the participants' spoken comments for the offline peer feedback and the written comments for the online peer feedback were collected and analyzed. The findings reveal that offline peer feedback helped the participants generate ideas and gather information. Meanwhile, online peer feedback helped them correct their writing appropriately. Conclusively, both offline and online peer feedback in collaborative revision in blended learning appear to have had a positive influence on developing the participants' business writing. For future research, the investigative interest might need to be drawn to the relationship between the types of peer feedback and the rhetorical function for developing corporate employees' business writing.

KCI등재

4모바일 앱을 활용한 영어 어휘 학습에 대한 초등 학습자의 인식

저자 : 인효혜 ( In Hyo-hye ) , 표시연 ( Pyo Si-yeon )

발행기관 : 한국멀티미디어언어교육학회 간행물 : Multimedia-Assisted Language Learning 23권 1호 발행 연도 : 2020 페이지 : pp. 93-117 (25 pages)

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This study aims to investigate elementary school students' perception on English vocabulary learning using mobile apps with a focus on learning methods. To this end, 40 elementary school learners were asked to use 6 apps in person to figure out their preferred methods by proficiency levels and genders. The results of analyzing observation journals, surveys and interviews were as follows. First, the most preferred learning method was Tutorial type in all groups, and functions such as ranking, scores and levels in Game type were not significant to the upper group. Second, although there was no significant difference between male and female groups in all learning methods, some differences were observed in terms of subfunctions. For example, boys tended not to prefer giving an explanation of their wrong answers. Overall, all learners preferred flash cards containing word meaning, pronunciation, and examples with pictures. Repeated learning using flash cards was preferred, whereas repeated learning using word notes, incorrect answer notes, and lock screen was not preferred. Their strong preference for Tutorial approach explaining vocabulary in detail using flash cards is related to an EFL situation, where it is required to learn vocabulary intentionally and deliberately rather than accidental or implied learning. These findings are expected to provide practical information specifically needed for the development of English learning apps for elementary students as a complementary tool for vocabulary learning.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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2미국의 비트코인 규제

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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