Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.11
Sunkyung Oh
The purpose of this study is to confirm the possibility of using ChatGPT in college liberal arts writing education and to derive implications for the education field. To this end, cases of writing classes using ChatGPT were analyzed and the survey on learners' perceptions was conducted. In the liberal arts course of A university in Korea, an essay writing activity using ChatGPT was performed after subject-specific reading. A total of 62 learners decided on the guidelines related to the use of ChatGPT through discussion before writing the essay. From an analysis of the results after writing, text citation, prompt input, source verification, and revision were found, and educational implications were derived. In the subsequent survey, more than half of the learners positively recognized ChatGPT as a tool for saving writing time and improving process efficiency. It was also revealed that ChatGPT was most frequently used for idea generation and information gathering. However, learners pointed out problems concerning the quality, source, and credibility of the information. Therefore, education on the reinforcement ability to compare, contrast, judge, and synthesize information from various sources should be strengthened. In addition, clear and specific writing ethics standards and guidelines for the use of ChatGPT must be provided. This study has value as an empirical study using ChatGPT in college liberal arts writing activities.
{"title":"A Study on the Case of Using ChatGPT & Learners' Perceptions in College Liberal Arts Writing","authors":"Sunkyung Oh","doi":"10.46392/kjge.2023.17.3.11","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.11","url":null,"abstract":"The purpose of this study is to confirm the possibility of using ChatGPT in college liberal arts writing education and to derive implications for the education field. To this end, cases of writing classes using ChatGPT were analyzed and the survey on learners' perceptions was conducted. In the liberal arts course of A university in Korea, an essay writing activity using ChatGPT was performed after subject-specific reading. A total of 62 learners decided on the guidelines related to the use of ChatGPT through discussion before writing the essay. From an analysis of the results after writing, text citation, prompt input, source verification, and revision were found, and educational implications were derived. In the subsequent survey, more than half of the learners positively recognized ChatGPT as a tool for saving writing time and improving process efficiency. It was also revealed that ChatGPT was most frequently used for idea generation and information gathering. However, learners pointed out problems concerning the quality, source, and credibility of the information. Therefore, education on the reinforcement ability to compare, contrast, judge, and synthesize information from various sources should be strengthened. In addition, clear and specific writing ethics standards and guidelines for the use of ChatGPT must be provided. This study has value as an empirical study using ChatGPT in college liberal arts writing activities.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122180194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.71
Y. Yeo
In order to improve the challenging situation in teaching an introductory logic course as a part of a curriculum in high schools and colleges, this paper aims to answer the following two questions. First, what should an introductory logic course teach? Second, what would be an effective teaching plan for an introductory logic course? An answer can be found at the 2022 High School Logic and Thinking Curriculum. It emphasizes first, to teach contemporary logic, second, to teach deductive logic and inductive logic evenly, and third, to introduce the connection between logic and contemporary science technologies such as coding and machine learning. In addition, this paper proposes that an urgent practical matter to be dealt with is a reference book for such an introductory logic course and re-education programs for teachers of this sort in high schools and colleges.
{"title":"Teaching an Introductory Logic Course in High Schools and Colleges","authors":"Y. Yeo","doi":"10.46392/kjge.2023.17.3.71","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.71","url":null,"abstract":"In order to improve the challenging situation in teaching an introductory logic course as a part of a curriculum in high schools and colleges, this paper aims to answer the following two questions. First, what should an introductory logic course teach? Second, what would be an effective teaching plan for an introductory logic course? An answer can be found at the 2022 High School Logic and Thinking Curriculum. It emphasizes first, to teach contemporary logic, second, to teach deductive logic and inductive logic evenly, and third, to introduce the connection between logic and contemporary science technologies such as coding and machine learning. In addition, this paper proposes that an urgent practical matter to be dealt with is a reference book for such an introductory logic course and re-education programs for teachers of this sort in high schools and colleges.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124260232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.241
Eunsun Park, Hae-soo Kweon
The main purpose of this study is to propose a plan to apply flipped learning and reflection journal writing as an alternative to teaching leadership liberal arts courses for undergraduate students, and to extract components through the visualization of text network analysis centering on actual operation cases to enhance learners’ educational experiences. The subjects of the study were 68 students who took the liberal arts course required for the undergraduate students leadership education at the university located in A city. The class met for 15 weeks, from September 1 to December 14, 2022, and learners completed flip learning activities, as well as wrote reflection journals at each session except for the midterm/final exam period. Qualitative data such as documents including reflection journals, interviews, observations, and online activity data conducted on the Learning Management System(LMS) were collected and analyzed using MAXQDA. As a result of the study, an example of leadership liberal arts design and operation applying flipped learning and reflection journals was presented, and the components of learners’ experiences and perceptions were derived and visualized according to the code system analysis. Specifically, in the text network analysis, there were a total of 1,837 codes, and the frequency of ‘application plan’ and ‘motivation’ of leadership competency ranked the highest in the coding results. In the code visualization, ‘group practice among team members’ appeared the most, and finally, ‘learning how to learn’ was the phenomenon. Based on these results, suggestions for ways to cultivate and demonstrate leadership among undergraduate students in actual educational settings and suggestions for teaching methods are suggested.
{"title":"A Case Study of Liberal Arts Courses on ‘Leadership Education for Undergraduate Students’ －Applying a Flipped learning and Reflective journal Writing","authors":"Eunsun Park, Hae-soo Kweon","doi":"10.46392/kjge.2023.17.3.241","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.241","url":null,"abstract":"The main purpose of this study is to propose a plan to apply flipped learning and reflection journal writing as an alternative to teaching leadership liberal arts courses for undergraduate students, and to extract components through the visualization of text network analysis centering on actual operation cases to enhance learners’ educational experiences. The subjects of the study were 68 students who took the liberal arts course required for the undergraduate students leadership education at the university located in A city. The class met for 15 weeks, from September 1 to December 14, 2022, and learners completed flip learning activities, as well as wrote reflection journals at each session except for the midterm/final exam period. Qualitative data such as documents including reflection journals, interviews, observations, and online activity data conducted on the Learning Management System(LMS) were collected and analyzed using MAXQDA. As a result of the study, an example of leadership liberal arts design and operation applying flipped learning and reflection journals was presented, and the components of learners’ experiences and perceptions were derived and visualized according to the code system analysis. Specifically, in the text network analysis, there were a total of 1,837 codes, and the frequency of ‘application plan’ and ‘motivation’ of leadership competency ranked the highest in the coding results. In the code visualization, ‘group practice among team members’ appeared the most, and finally, ‘learning how to learn’ was the phenomenon. Based on these results, suggestions for ways to cultivate and demonstrate leadership among undergraduate students in actual educational settings and suggestions for teaching methods are suggested.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126045226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.259
Moojung Cho, Sunyoung Park
The purpose of this study is to explore the direction of reorganization of S University's liberal arts core curriculum by analyzing the educational needs assessment and perceptions of members inside and outside S University to foster “H+ future talents” with future capabilities to lead a diversifying society. To this end, a total of 234 internal and external members (teachers, students, graduates, and industries) of S University were surveyed on the educational needs assessment and perceptions of S University's liberal arts core curriculum. After combining the collected data with t-verification, Borich education needs, the Locus for Focus model, and frequency analysis, the current liberal arts core curriculum was reorganized in the order of ｢Computing Thinking and Coding｣, ｢Critical Reading and Writing｣, ｢EnglishⅠ(Listening & Speaking)｣, and ｢English II (Reading & Writing)｣. In addition, through a survey on the perception of the liberal arts core curriculum, the need for class options for Christian liberal arts subjects and classes by English level were confirmed. This study is meaningful in that it can be used as useful basic data for the reorganization of the liberal arts core curriculum of S University and can be a basis for the return of the direction of liberal arts education and the development of liberal arts subjects in the future.
{"title":"A Study on the Educational Needs and Perception of the Liberal Arts Core Curriculum","authors":"Moojung Cho, Sunyoung Park","doi":"10.46392/kjge.2023.17.3.259","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.259","url":null,"abstract":"The purpose of this study is to explore the direction of reorganization of S University's liberal arts core curriculum by analyzing the educational needs assessment and perceptions of members inside and outside S University to foster “H+ future talents” with future capabilities to lead a diversifying society. To this end, a total of 234 internal and external members (teachers, students, graduates, and industries) of S University were surveyed on the educational needs assessment and perceptions of S University's liberal arts core curriculum. After combining the collected data with t-verification, Borich education needs, the Locus for Focus model, and frequency analysis, the current liberal arts core curriculum was reorganized in the order of ｢Computing Thinking and Coding｣, ｢Critical Reading and Writing｣, ｢EnglishⅠ(Listening & Speaking)｣, and ｢English II (Reading & Writing)｣. In addition, through a survey on the perception of the liberal arts core curriculum, the need for class options for Christian liberal arts subjects and classes by English level were confirmed. This study is meaningful in that it can be used as useful basic data for the reorganization of the liberal arts core curriculum of S University and can be a basis for the return of the direction of liberal arts education and the development of liberal arts subjects in the future.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131859388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.55
Kyung-Nam Hong
The term ‘reflex arc’ is used in psycho-physiological theory such that the sensory-motor mechanism has a shape of an arc from the sensory nervous system to the motor nervous system via the brain and spinal cord. As experimental psychology has emerged and developed, such a reflex arc mechanism has come to be seen as an extremely basic explanation model of explaining the sensory-motor process. Thorndike had positively theorized the reflex arc model by applying it to the field of educational psychology, while Dewey objected thereto. The reflex arc theory of Thorndike was largely accepted by educators during the middle and later periods of twentieth century, but Dewey’s objections thereto did not exert any touchable practical effect. Here, pro and con positions to the reflex arc model will be presented, particularly in the field of education, by citing Thorndike and Dewey, respectively. Deep consideration will be given to what implications such reflex arc-related pro and con positions have as to education as such, while the way and the results of building the education as science on the model of reflex arc being tested and evaluated. The genuine science of education turns out to conform in purpose to that of liberal education as such, so that in-situ educators of liberal education serve important roles in realizing such a science, and act as a specialist-practitioner. This study argues that the improper implications of the reflex arc model to education could be dissolved or removed by understanding and encouraging holistic transactions between the teacher-learners as well as between the peers.
{"title":"Liberal Educational Implications of Deweyan Objections to the Concept of Reflex Arc","authors":"Kyung-Nam Hong","doi":"10.46392/kjge.2023.17.3.55","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.55","url":null,"abstract":"The term ‘reflex arc’ is used in psycho-physiological theory such that the sensory-motor mechanism has a shape of an arc from the sensory nervous system to the motor nervous system via the brain and spinal cord. As experimental psychology has emerged and developed, such a reflex arc mechanism has come to be seen as an extremely basic explanation model of explaining the sensory-motor process. Thorndike had positively theorized the reflex arc model by applying it to the field of educational psychology, while Dewey objected thereto. The reflex arc theory of Thorndike was largely accepted by educators during the middle and later periods of twentieth century, but Dewey’s objections thereto did not exert any touchable practical effect. Here, pro and con positions to the reflex arc model will be presented, particularly in the field of education, by citing Thorndike and Dewey, respectively. Deep consideration will be given to what implications such reflex arc-related pro and con positions have as to education as such, while the way and the results of building the education as science on the model of reflex arc being tested and evaluated. The genuine science of education turns out to conform in purpose to that of liberal education as such, so that in-situ educators of liberal education serve important roles in realizing such a science, and act as a specialist-practitioner. This study argues that the improper implications of the reflex arc model to education could be dissolved or removed by understanding and encouraging holistic transactions between the teacher-learners as well as between the peers.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126458492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.171
Jong-Min Kim
This study used the Q-methodology to categorize and examine the characteristics of pre-service teachers' perceptions of the writing course called ‘Creative Writing,’ a liberal arts writing course at K University, in order to identify the types of class perceptions of students in the Korean Language Education Department and the English Language Education Department.Based on the results of previous studies, a Q-sample was constructed and reviewed by 33 experts. The sample involved in-depth interviews with students, as well as questionnaires related to university liberal arts writing courses. 28 students of ‘Creative Writing’ were selected as a P-sample and analyzed using PQ method 2.35, and the results of the study were interpreted based on strong positive, strong negative, and identification questions in order to derive five types of perceptions related to creative writing. The fourth type of writer is the “discovery writer,” who has discovered the joy of writing itself. The fifth category is “collaborative writing strategy discovery,” where students are intrigued by the collaborative process and discover different strategies for good writing.It is hoped that these findings will serve as a foundation for the development and improvement of college liberal arts writing courses and as a way to increase the awareness of pre-service teachers when it comes to writing instruction.
{"title":"A Typology Study of Pre-service Teachers' Perceptions of the Arts Writing Courses as Part of the Liberal Arts Education in University －Focusing on ‘Creative Writing’ of K University’","authors":"Jong-Min Kim","doi":"10.46392/kjge.2023.17.3.171","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.171","url":null,"abstract":"This study used the Q-methodology to categorize and examine the characteristics of pre-service teachers' perceptions of the writing course called ‘Creative Writing,’ a liberal arts writing course at K University, in order to identify the types of class perceptions of students in the Korean Language Education Department and the English Language Education Department.Based on the results of previous studies, a Q-sample was constructed and reviewed by 33 experts. The sample involved in-depth interviews with students, as well as questionnaires related to university liberal arts writing courses. 28 students of ‘Creative Writing’ were selected as a P-sample and analyzed using PQ method 2.35, and the results of the study were interpreted based on strong positive, strong negative, and identification questions in order to derive five types of perceptions related to creative writing. The fourth type of writer is the “discovery writer,” who has discovered the joy of writing itself. The fifth category is “collaborative writing strategy discovery,” where students are intrigued by the collaborative process and discover different strategies for good writing.It is hoped that these findings will serve as a foundation for the development and improvement of college liberal arts writing courses and as a way to increase the awareness of pre-service teachers when it comes to writing instruction.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117257544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.83
J. Yang, Yunju Kang
This study aims to examine the importance of convergence education in addressing global issues like the COVID-19 pandemic. The study also explores the features of online lectures and analyzes a case study of an online liberal arts lecture titled “Transformative Civilization in the Post COVID-19 Era” produced by K Cyber- University in 2020.The study analyzes the pre-production process and the results of a pre-survey to identify the characteristics of the lecture. The study categorizes the OX quiz, which is a measure of learner participation, and analyzes the lecture composition and content. Lastly, the students' changed perceptions and attitudes toward knowledge were investigated through post-mortem surveys.The study finds that “Transformative Civilization in the Post COVID-19 Era” has the following characteristics as a convergence course: student participation, conversational lectures, visualized summary, and interdisciplinary reflection on social phenomena. The lecture was designed to maximize interaction between the instructor and the learners by identifying and reflecting on the students' needs.Overall, the study presents a direction for online lectures during a period of transition in the history of civilization and is a significant case study of convergence in online education. Online education has become a crucial paradigm due to the COVID-19 pandemic, and this study offers valuable insights into creating effective online courses that engage learners and addresses global issues through convergence education.
{"title":"A Study on the Development of Convergence Online Liberal Arts Education in the Post-COVID Era","authors":"J. Yang, Yunju Kang","doi":"10.46392/kjge.2023.17.3.83","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.83","url":null,"abstract":"This study aims to examine the importance of convergence education in addressing global issues like the COVID-19 pandemic. The study also explores the features of online lectures and analyzes a case study of an online liberal arts lecture titled “Transformative Civilization in the Post COVID-19 Era” produced by K Cyber- University in 2020.The study analyzes the pre-production process and the results of a pre-survey to identify the characteristics of the lecture. The study categorizes the OX quiz, which is a measure of learner participation, and analyzes the lecture composition and content. Lastly, the students' changed perceptions and attitudes toward knowledge were investigated through post-mortem surveys.The study finds that “Transformative Civilization in the Post COVID-19 Era” has the following characteristics as a convergence course: student participation, conversational lectures, visualized summary, and interdisciplinary reflection on social phenomena. The lecture was designed to maximize interaction between the instructor and the learners by identifying and reflecting on the students' needs.Overall, the study presents a direction for online lectures during a period of transition in the history of civilization and is a significant case study of convergence in online education. Online education has become a crucial paradigm due to the COVID-19 pandemic, and this study offers valuable insights into creating effective online courses that engage learners and addresses global issues through convergence education.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114616959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.41
Bokyoung Lee
General education at universities is facing a challenging situation, due to the declining school-age population and lack of finances in Korea. A number of departments in the fundamental academic areas, which are the foundation of the general education curriculum, have been closed or integrated with other departments, making the situation even worse for education. A shared university model centered on general education can be an alternative that can efficiently utilize limited resources and enhance the quality of education by expanding openness and transparency. Sharing high-quality subjects is a key factor in the success of shared universities. However, attempts to share general education subjects, which were promoted by endogenous reasons, are losing momentum. This study seeks implications and practical methods for the establishment of a shared university centered on general education by exploring cases of credit transfer and statewide general education core curricula in the United States and Europe.
{"title":"Case Study for Exploring the Possibility of Sharing General Education Curriculum through Credit Transfer －Focusing on US and European Cases","authors":"Bokyoung Lee","doi":"10.46392/kjge.2023.17.3.41","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.41","url":null,"abstract":"General education at universities is facing a challenging situation, due to the declining school-age population and lack of finances in Korea. A number of departments in the fundamental academic areas, which are the foundation of the general education curriculum, have been closed or integrated with other departments, making the situation even worse for education. A shared university model centered on general education can be an alternative that can efficiently utilize limited resources and enhance the quality of education by expanding openness and transparency. Sharing high-quality subjects is a key factor in the success of shared universities. However, attempts to share general education subjects, which were promoted by endogenous reasons, are losing momentum. This study seeks implications and practical methods for the establishment of a shared university centered on general education by exploring cases of credit transfer and statewide general education core curricula in the United States and Europe.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134505202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.155
Boyeong Kim
This study aims to identify the interlanguage used by overseas Koreans who re-entered Korea for the purpose of studying Korean and entering domestic college through the methodology of error analysis. In particular, this study intends to systematically analyze the Korean language errors of overseas Koreans according to proficiency variables (beginner, intermediate, and advanced) and discourse medium variables (written and spoken language). To this end, this study made a well-balanced corpus of overseas Korean learners with 13,238 words. The results of this study are as follows: First, as a result of the distribution of relative error frequency, the frequency of errors increases as the proficiency increases, and the frequency of errors in written discourse are about five times higher than in spoken discours. Second, as a result of analyzing the frequency of errors by error location, the errors of general nouns shows the highest frequency even in advanced levels without decreasing. Also, the subjective marker was not a top 5 error in the written discourse, although it was a top 2 error in the spoken discourse. Third, as a result of analyzing the frequency of errors by error type, replacement errors were the most common, which was followed by misform, Addition, and Omission errors. At the intermediate level, the replacement error decreased, while the misform error increased. While the misform errors are rather reduced in spoken discourse, addition and omission errors appear more frequently than in written discourse.
{"title":"A Study on Error Analysis by Re-entry Overseas Korean Learners","authors":"Boyeong Kim","doi":"10.46392/kjge.2023.17.3.155","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.155","url":null,"abstract":"This study aims to identify the interlanguage used by overseas Koreans who re-entered Korea for the purpose of studying Korean and entering domestic college through the methodology of error analysis. In particular, this study intends to systematically analyze the Korean language errors of overseas Koreans according to proficiency variables (beginner, intermediate, and advanced) and discourse medium variables (written and spoken language). To this end, this study made a well-balanced corpus of overseas Korean learners with 13,238 words. The results of this study are as follows: First, as a result of the distribution of relative error frequency, the frequency of errors increases as the proficiency increases, and the frequency of errors in written discourse are about five times higher than in spoken discours. Second, as a result of analyzing the frequency of errors by error location, the errors of general nouns shows the highest frequency even in advanced levels without decreasing. Also, the subjective marker was not a top 5 error in the written discourse, although it was a top 2 error in the spoken discourse. Third, as a result of analyzing the frequency of errors by error type, replacement errors were the most common, which was followed by misform, Addition, and Omission errors. At the intermediate level, the replacement error decreased, while the misform error increased. While the misform errors are rather reduced in spoken discourse, addition and omission errors appear more frequently than in written discourse.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122607564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.46392/kjge.2023.17.3.119
Seok-hee Lee
Under the task of cultivating professionals, the imbalance between vocational education and liberal arts education is deepening. In addition, compared to university libraries, the number of college libraries operating reading programs is small, and related research is lacking. Therefore, this study presents a library-centered reading program model for junior colleges and examines it through actual cases.The environment, readers, and cultural characteristics of junior colleges were examined, and a reading program that integrated reading and writing was constructed based on Mikhail Bakhtin's “dialogueism”. The reading program was designed according to the pre-, middle-, and post-reading stages, and was applied in the library of G College, after which the case studies were analyzed. The differences and significance of this study are as follows.First, a library-centered liberal arts reading program was presented at a junior college where vocational education was the main focus. Second, a reference model for the library reading program of colleges was presented. Lastly, the need for competence among college librarians tasked with educating students in reading was presented.
{"title":"A Study on the Reading Program in the Library of College －Focusing on G College Library Book Club ‘GAYA’","authors":"Seok-hee Lee","doi":"10.46392/kjge.2023.17.3.119","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.3.119","url":null,"abstract":"Under the task of cultivating professionals, the imbalance between vocational education and liberal arts education is deepening. In addition, compared to university libraries, the number of college libraries operating reading programs is small, and related research is lacking. Therefore, this study presents a library-centered reading program model for junior colleges and examines it through actual cases.The environment, readers, and cultural characteristics of junior colleges were examined, and a reading program that integrated reading and writing was constructed based on Mikhail Bakhtin's “dialogueism”. The reading program was designed according to the pre-, middle-, and post-reading stages, and was applied in the library of G College, after which the case studies were analyzed. The differences and significance of this study are as follows.First, a library-centered liberal arts reading program was presented at a junior college where vocational education was the main focus. Second, a reference model for the library reading program of colleges was presented. Lastly, the need for competence among college librarians tasked with educating students in reading was presented.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"257 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131980294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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